Tag: Business Essay Help

CAUSE MARKETING 2 Running head: CAUSE MARKETING 1 Cause Marketing Name Institutional

CAUSE MARKETING 2

Running head: CAUSE MARKETING 1

Cause Marketing

Name

Institutional affiliation

Course

Date

Cause Marketing

In any business, the idea is to make money. However, companies that plan to do so while hurting the factors helping it achieve that goal risks failure. As such, cause marketing can be a good weapon in maintaining a healthy relationship with such factors. For instance, cause marketing can help a business improve its social welfare as its day-to-day way of doing things is well defined. As a brand, the business will be adapted enough to adapt especially when it tries to engage new markets as it legacy will help it gain confidence with the new environment. Again, strong customer bonds are created and maintained as the customers will be inclined into cooperating with the business as they feel that their interest and opinions are being factored in its operations (Ballings, McCullough & Bharadwaj, 2018). These customers will always be proud enough to be associated with the company as a brand as they have total confidence in its way of doing things. In the same way, as a brand, its public image is enhanced. This will be from the faith it has helped to nurture within its customers and environment.

People tend to engage more with business brands that they feel are ready to help their community and its future lifeline become well. When that is the case, goodwill reservoir creation is enhanced. The company as a brand will always have the trust of the community its dealing in and with. Cause marketing also helps in internal morale boosting. Workers and members of staff will feel that they belong in a healthy environment when the company’s marketing ideas are in line with that of making it thrive as abrand as they always want to be part of something big and prominent. That sense of belonging helps the staff stay motivated and committed into the businesses’ operations. Staff morale boosting goes hand in hand with sales drive. The staff involved in the business will make sure that it achieves its goals. In that case, they will work towards making the business do better subsequently affecting its brand recognition.

Cause marketing can be a perfect tool for firm market increment. Trust created in the people a company is dealing with transforms into more people wanting to be associated with it. That helps the business expand as a brand while at the same time expanding its operations by curving itself a new market share. Even though sales increment and profit generation may seem the most basic targets for a business doing cause marketing, general awareness creation is also important. That will raise its level in the industry it dealing with. In that case, the company will be able to remain competitive and have the chances of growing bigger highly supported.

References

Ballings, M., McCullough, H., & Bharadwaj, N. (2018). Cause marketing and customer profitability. Journal of the Academy of Marketing Science, 46(2), 234-251.[supanova_question]

Topic: Space exploration impact in our society Source #1: Space Chronicle Source

Agency Leaders Use to Address Pandemic Related Marketing and Sales Barriers Topic: Space exploration impact in our society

Source #1: Space Chronicle

Source #2: NASA: Beyond Earth

Source #3: Human Space Flight is a Pointless Waste of Money.

Source #4 Should Space Exploration Continue.

 mini blob

Source#5 Majority of Americans Believe It Is Essential That the U.S. Remain a Global Leader in Space

Main idea A:

America should invest heavily in space exploration and research.

Conclusion: Space exploration and research is a good investment for America

-In the 21st century, innovations in science and technology are the foundations of tomorrow’s economy.

-In this new era of human spaceflight, NASA is contributing to economies locally and nationally, fueling growth in industries that will define the future, and supporting tens of thousands of new jobs in America,”

-Majorities say the International Space Station has been a good investment for the country and that, on balance, NASA is still vital to the future of U.S. space exploration even as private space companies emerge as increasingly important players.

-Roughly seven-in-ten Americans (72%) say it is essential for the U.S. to continue to be a world leader in space exploration, and eight-in-ten (80%) say the space station has been a good investment for the country.

Main Idea B: America should understand that space exploration and research transform our how they live.

-Not only does that get people interested in sciences and all the related fields, [but] it transforms the culture into one that values science and technology, and that’s the culture that innovates”

– “The next generation of the explorers is going to have to learn how to survive in other forbidding, faraway places across the vastness of space.”

-If humans are going to Mars, we must learn how to live on other planetary surfaces, to use what we find there and bend it to our will.

–  Through addressing the challenges related to human space exploration we expand technology, create new industries, and help to foster a peaceful connection with other nations.

-There are direct benefits to the economy provided by NASA missions as well as spinoff technologies. These advances are found in food, building materials, medical procedures, and the vehicles we drive.

Main Idea C: Space exploration is costly and waste.

Disproof

-Critics contend that the Space Shuttle and the International Space Station have been colossal wastes of time and money. By the time it is retired in 2010, the shuttle will have cost taxpayers $174 billion. Adding in the cost of the International Space Station, which is scheduled to be shut down in 2016, brings the total to $227 billion that NASA has squandered on projects it now acknowledges were mistakes.

Main Idea D:

Space Exploration is dangerous

Disproof

-Out of the 439 people who have flown on space flights, twenty-two have died. With a 5 percent mortality rate (4.1 percent if only US flights are counted), space flight is near the top of the list of the most dangerous jobs in the United States.

-Health issues associated with weightlessness are going to be a stumbling block on way to sending humans on longer missions. Extended periods of weightlessness weaken muscles, bones, and immune systems. For the time being, long-distance manned missions are not within NASA’s realm of possibility.

https://miniblob.com/should-space-exploration-continue/

https://www.pewresearch.org/science/2018/06/06/majority-of-americans-believe-it-is-essential-that-the-u-s-remain-a-global-leader-in-space/

https://www.nasa.gov/exploration/whyweexplore/why_we_explore_main.html#.YO8MBOhKguU

https://www.nasa.gov/press-release/nasa-report-details-how-agency-significantly-benefits-us-economy[supanova_question]

Checklist –Literature Review Use the check sheet below to make sure your

Checklist –Literature Review

Use the check sheet below to make sure your paper is the best it can be! Make sure you answer “Yes” to all questions before submitting your paper or you will lose points! Please note that the 7th Edition of the American Psychological Association Publication Manual has some flexibility in terms of language, font, spacing, and other items, but that papers in this course MUST adhere to the guidelines listed below. We use the “Professional” paper format as well (not the student format)

General Paper Format

Yes

No

Is everything in your paper (including headers, the main body of your study one literature review, and references) in 12 point Times New Roman font?

Is everything in your paper double spaced, including references (here I mean the spacing above and below each line, not the spaces following a period)?

Do you have one inch margins on all sides of the paper (one inch from the top of the page, one inch from the bottom, and one inch from each side)

Are the first lines of all paragraphs indented roughly ½ inch?

Are your paragraphs aligned left? (That is, text should be flush left, with lines lining up on the left of the page, but text should NOT line up on the right side of the page – it should look ragged)

Are your sections in this exact order: Title page, literature review, references?

Do you need help figuring out how to configure a word document in APA format (inserting headers, page numbers, indents, etc.) using the professional (not student) formatting guidelines? If YES or NO, I recommend watching this video which walks you through setting up an APA formatted paper! https://www.youtube.com/watch?v=XZTCN6yOgSg

Title page

Yes

No

Header

Is your header title in ALL CAPS, and is it a shorter version of your real title?

Is your Running head in 12 point Times New Roman font?

Do you have a page number that is flush right (also in 12 point Times New Roman font)?

Is your header title 50 characters or less (including spaces and punctuation)?

Title / Name / Institution

Is your title focused and short, avoiding unnecessary words and abbreviations that serve no purpose (as recommended by the APA)?

Does your title describe your general paper theme (while avoiding something bland like “Paper One: Literature Review”)? Note that your header should be a shorter version or your title (For example, the first few words are fine)

Do all title words with three letters or more start with a capital letter?

Is your title in bold?

If your title is longer than one line, is it double-spaced (like everything else in your paper)?

Are your name and institution correct?

Are your title, name, and institution elements centered and in 12 point Times New Roman font?

Literature Review

Yes

No

Header

Is your header title present and identical to your header from the title page?

Is your header title in ALL CAPS and 12 point Times New Roman font?

Do you have a page numbers?

Title for the literature review

Do you have the identical title you used on the title page rewritten at the top of your literature review (including being in bold)?

Is this title centered?

Yes

No

Main body of the literature review

Does your literature review start broadly, giving a brief overview of the paper to come?

Does your literature review start to narrow down toward your hypotheses?

Does your literature review include a theory/theoretical foundation?

Do your paragraphs transition from one to the next? (That is, avoid simply listing studies you read. Tie them together. How does Study A in paragraph A relate to Study B in paragraph B?)

Does your paper end in your very specific hypotheses? (You will lose a lot of points if your paper doesn’t provide the specific predictions!)

Did you make sure your predictions are written in the past tense?

Is your paper at least four pages long (not including the hypotheses)?

Citations for the literature review

Did you cite a minimum of 6-8 PEER REVIEWED articles? (Two things: websites do not count as peer reviewed, so if you want to include websites, add them in addition to the 6-8 peer reviewed citations. You can give a lot of detail for some articles you cite but only a sentence or two for others. How much detail you go into depends on how important the article is in helping your support your hypotheses)

Are your citations in APA format (That is, ONLY the last name of the author(s) and date of publication)?

Note that you do NOT include first names, initials, or the title of the article the authors wrote when citing. That information belongs in the references pages only.

Also note that you only use an ampersand – the & symbol – when it occurs within parentheses. In other instances, use the word “and”

If you quoted, did you provide a page number for the direct quote?

If you paraphrased in any way, did you cite the source of that information?

5. Did you cite everything that sounded like it was factual information?

6. Did you make sure the period follows the citation rather than coming before it?

If there are two authors, did you cite both of them? If in parentheses, did you use the & symbol? If outside of parentheses, did you use the word “and”?

If there are three or more authors in the same citation, did you use the phrase et al. every time you cited them?

Is your literature review AT LEAST 2 pages (not including title page & references?)

References Page

Yes

No

Title for the references page

Do references start on their own page?

Is the word “References” centered? Is it in bold?

References – Make sure these are in APA format!

Are references listed in alphabetical order (starting with the last name of the first author listed)?

Are all citations from the literature review referenced?

Is the first line of the reference flush left while subsequent lines are indented (Note: Use the ruler function for this. DO NOT simply tab)?

Did you use the “&” symbol when listing more than one author name?

Did you include the date of publication

For article references, is the article title (which is not italicized) present, with only the first word and proper names starting with a capital letter?

For article references, is the name of the journal present with all major words starting with a capital letter (Note: this journal title is italicized)?

For article references, is the volume number italicized

For article references, are the page numbers present (not italicized)

For article references, is the DOI present

Writing Quality

Yes

No

1. Did you proofread your paper, go to the writing center, go to the research methods help center, or use the Pearson writer to make sure your paper flows well?

2. Did you use the past tense (which is recommended, since your papers in this class will reflect work you already did rather than work you will do)?

3. Did you use a scientific / objective terms like “people”, “participants”. “users”, “readers”, etc. (as opposed to subjective words like “you”, “we”, “me”, “I”, or “us”, etc.)? Note that you can use the word “I” when referring to your own work.[supanova_question]

Insert surname1 Professor’s name Student’s name Course title Date Cashless Payment Systems

Insert surname1

Professor’s name

Student’s name

Course title

Date

Cashless Payment Systems

Nowadays, it is evident that cash is going away slowly especially in well developed nations. Electronic money transfer systems including mobile payments have opened new ways of interactions between businesses and their potential customers. This has rapidly changed the world of payment not only to the retailer, but for restaurant businesses too. This has enhanced the customer service and guest experiences due to its high levels of convenience. It has opened up new ways of interaction and created potential for more transparent and open system of payment.

Cashless payment has various advantages which include; reduced queuing times, reduced cash handling cost, saves time, reduced risks, positive cash flows, no money changes hands at the sale point, and any discounts and refunds can only be authorized by the management through password control system (Patel, Rushabh & et al, 2015).

Work cited

Patel, Rushabh, et al. “Paytooth-A Cashless Mobile Payment System based on Bluetooth.” International Journal of Computer Applications 120.24 (2015).[supanova_question]

6 Student Instructor Institution Course Name and Code Submission Date The two

6

Student

Instructor

Institution

Course Name and Code

Submission Date

The two variables selected are changes in financial situation and condition of health.

The research topic will be how changes in individual financial situations affect their condition of health.

Individual’s health condition is directly related to their wealth (financial status) in multiple ways. This research paper will be based on addressing the effects of financial fluctuations and how they affect an individual’s health conditions. Past research has shown that there are many ways in which financial stress affects individual health conditions. Generally, there is a direct link between financial situations and psychological stresses. Having a better understanding of these links will provide better methods for monitoring the state of mental health. The research will revolve around the major effects that financial stress cause on one’s health. Through the accumulation of existing evidence on the impacts of financial status, there are fundamental factors that determine health status (Adams, et al., 2014).

Researches have figured out the socioeconomic factors that affect individual health outcomes such as wealth, education, and income. These factors shape individual health status. The research will explore how each of these factors affects individual financial status which determines their ability to acquire essential health outcomes. There are factors such as the acquisition of medical insurance covers which improves individual health conditions. The acquisition of these essential aspects for maintaining health standards depends on individual financial status. Thus people with financial stability can afford Medicare covers as opposed to people suffering from financial stress. This research paper will explore these links and how they affect each other (Richardson et al., 2012).

Financial stability is important to an individual’s health. A random change in financial situations impacts significantly on one’s health status. Financial insecurity can cause chronic stress. This impacts heavily on individuals’ physical and mental health. Income level doesn’t necessarily determine whether one experiences stress or not. According to researches, it is favorable to feel in control of your spending habits and having the freedom to meet life objectives. Being stressed due to finances leads to advanced health conditions (Chen, & Pan, 2019). These health conditions in turn lead to expensive medical bills impacts on your financial health hence more stress.

Research indicates that the rise in the unemployment rate leads to a decline in physical health among the middle-aged population. Individuals faced with financial strain are more likely to be diagnosed with chronic health infections. individuals in low-earning neighborhoods are faced with more risk of battling chronic health conditions. On the contrary, researchers indicate that economic recession leads to lower mortality than in economic booming. This is explained by living more healthier lifestyles due to reduced income thus reduced alcohol and cigarettes consumption (Richardson et al., 2012).

The research found that mental illness and suicide incidents deteriorate in recessions. In the long run financial strain leads to health problems in advancing ages. Higher levels of psychological stress contribute to deteriorated physical health results both in the short and long term; such as higher rates of cardiovascular disease, poor immune response, and higher mortality rate risk (Petersen, et al., 2013). Financial situations that lead to stress affect an individual’s health and relationship with others, lack of sleep, untamed anger, losing appetite, and muscle pain.

Continued reactions due to stress develop depression. Depression may tempt people to consume drugs to cope with despair. Financial strain is responsible for many health conditions such being; weight gaining or loss, anxiety, insomnia, social withdrawal, and relationship wrangles. Financial distress leads to poor mental health problems due to financial worries. The decline in an individual’s mental health later affects the ability to manage money or often withdrawal from work duties and poor concentration. These difficulties worsen an individual’s mental strength leading to mental downfall (Piotr et al. 2021).

The positive impacts of financial situations are that savings promote the emotional health and well-being of an individual by being. This helps to make viable financial decisions. researchers found that financial control habits reduce mortality risk and promote psychological behaviors. further empirical arguments on positive health impacts suggest that excellent financial precautions promote better health conditions. Unfortunately, the financial strain may worsen mental and physical health. Individuals who get sick may be trapped by debts associated with medical bills. Higher-income earners have profound medical insurance products thus experience favorable health outcomes compared to lower-income earners. Financial strain adversely affects an individual’s financial safety and capability thus develops worry about debts. Debt is indicated as a correlate of depression (Lawrence & Melinda, 2021). The paper will also address the effect of financial stress on individual psychological wellness.

Multiple aspects determine individual financial stability such as employment. The research will also address some of these aspects that are determinative for individual financial stability. This will involve the selection of sample data from employed adults and explore trends for the past decade. According to these researches the valid remedy to financial worsening situations is based on individual actions; provision of an emergency fund, seeking employers’ help and emphasizing financial well-being habits. Promoting financial literacy programs in schools and providing credit management counseling may as well shape positive health conditions (Adams, et al., 2014). Through a prospective study on these trends, the research will be in a position to provide information on how the two variables are related.

References

Adams, J., Giles, E. L., McColl, E., & Sniehotta, F. F. (2014). Carrots, sticks and health behaviors: a framework for documenting the complexity of financial incentive interventions to change health behaviors. Health psychology review, 8(3), 286-295.

Chen, C., & Pan, J. (2019). The effect of the health poverty alleviation project on financial risk protection for rural residents: evidence from Chishui City, China. International journal for equity in health, 18(1), 1-16.

Karanikolos, M., Mladovsky, P., Cylus, J., Thomson, S., Basu, S., Stuckler, D., … & McKee, M. (2013). The financial crisis, austerity, and health in Europe. The Lancet, 381(9874), 1323-1331.

Lawrence R & Melinda S, M.A. (2021). Coping with Financial Stress. https://www.helpguide.org/articles/coping-with-financial-stress.htm

Petersen, L. A., Simpson, K., Pietz, K., Urech, T. H., Hysong, S. J., Profit, J., … & Woodard, L. D. (2013). Effects of individual physician-level and practice-level financial incentives on hypertension care: a randomized trial. Jama, 310(10), 1042-1050.

Piotr B, Dorota W, Matthew T. L, Ying C, Tyler J. VanderWeele & Eileen M. (2021). The role of financial conditions for physical and mental health.

Richardson S, Shaffer JA, Falzon L, et al. Meta-analysis of perceived stress and its association with incident coronary heart disease. American Journal of Cardiology. 2012;110(12):1711–1716. doi: 10.1016/j.amj-card.2012.08.004. [PMC free article] [PubMed] [CrossRef] [Google Scholar][supanova_question]

Car insurance These days, car insurance is becoming more important for the

Car insurance

These days, car insurance is becoming more important for the driver. In these past years, the government of the US doesn’t allow the driver to drive without insurance. If the police find out that you drive with no Insurance, the police officer will give you a fine for the first time, and if you do with again, they take your license. It is so important that you drive with insurance in order to keep yourself away from the problems. The government of the US has become strict about car insurance because they want to protect people from those bad drivers. In my opinion, I think car insurance should be required for the driver in order to protect them.

There are several benefits of car insurance. The first benefit is that it will stop people from losing money they get into an accident, so people don’t have to worry about their money because the companies will take care of that. The second and the benefit is that people don’t have to worry about losing their cars if they get into an accident. Therefore, if their cars need to fix, the insurance will take care of that. Otherwise, they will get their money that they spend in the car. The final benefit is that companies will get benefit from the people which is going to help the economy for their countries. 

Proponents of car insurance being required say that companies will get your money even if you don’t have any trouble the whole year. Indeed, no one knows whether they will get into in the accident or not. However, drivers don’t know what to expect while they are driving. There are a lot of bad drivers that are driving in the streets, and companies are the only thing that can protect people from those bad drivers. Of course, after God protects them. 

Critics of car insurance being required say that police will have less jobs to work on it. It is true, but they still have to work anyway. Nevertheless, the police will have so much work because the people will make an issue out of the accidents, and the police will have solve this problem. Therefore, he will be working even harder than before. In my opinion, the police in the US are more comfortable because approximately 90% of the driver they have insurance. 

To sum up, I believe insurance should be required because it will save the money for the driver, saving people from losing their cars, and the companies will get benefits of that. Even if some people think that companies will get their money or the police may have less jobs, car insurance still has to be required to avoid getting into a huge problems. I hope that everyone drives with car insurance to be safe from everything that can make problems in the car or in yourself.[supanova_question]

SYMMETRIC AND ASYMMETRIC ENCRYPTION 4 Running head: SYMMETRIC AND ASYMMETRIC ENCRYPTION 1

SYMMETRIC AND ASYMMETRIC ENCRYPTION 4

Running head: SYMMETRIC AND ASYMMETRIC ENCRYPTION 1

Symmetric and Asymmetric Encryption

Name

Institutional Affiliation

Date Submitted

As all people understand, each time, our sensitive data or information must be confined. There are many ways used to protect data however for the most part as it comes to confining data such as in the people’s emails we use symmetric or asymmetric encryption. In the basic protection, level each encryption method may be classified as being symmetric or asymmetric-one main encrypts with the other decrypts (Engel, Goerg, & Yu, 2012). The basic, which could be the most significant to the business, is the asymmetric encryption.

The public key encryption also referred to as asymmetric encryption implies which one have the public key with another private key. A public key may be provided away liberally to whomever needs it with simply a public key one’s data may not be read or accessed since people would require a private key in decrypting one’s data (Engel, Goerg, & Yu, 2012). For instance, when one sent out his public key to all people who email him, they would all be capable of sending one’s encrypted emails, which only one would be capable of decrypting and reading.

The secret key or symmetric encryption implies that one has one encryption key, which also operates as the decryption key. The easiest method of symmetric encryption in understanding is known as the ROT13, with legend could have people trust Julius Caesar initially applied it in encrypting orders that go to Roman troops (Martin, 2017). The ROT 13 operates by moving all the letters in the thirteen places of alphabet to the right – B becomes O, A becomes N, and Z becomes M. Since there are 26 characters in the alphabet of English, carrying out ROT13 the second time leads to the original text or email again that is O becomes B, N becomes A, and M becomes Z.

The use of secret key encryption key is fast and easy. However, the symmetric encryption key should be maintained securely where one needs to ensure an individual who requires the key receives it with no risk associated with it being revealed (Martin, 2017). Asymmetric encryption considered slower the secret encryption key. Nevertheless, the public keys asymmetric encryption applies are safe being published anywhere be it on the internet since to receive a private key from the public key might take many years of operation.

The ABC Institute of Research must follow asymmetric encryption when they desire to maintain their confidential data or information safe. By using the asymmetric encryption their data or information will be maintained private implying that, none of this data or information may be shared with unauthorized person or entity (Song, Qin, Liang, & Wang, 2014). The main strength of asymmetric encryption is its capacity to develop a secure conduit over the non-secure channel such as the internet. It is achieved through public keys exchange that may only be applied in encrypting information or data. A corresponding private key that is not shared applied in decrypting.

Nevertheless, compared to secret key encryption, public key encryption enforces a high burden of computation, which tends to be slower. Therefore, it is not generally used to protect payload information or data. Moreover, asymmetric encryption is considered the better option since the firm is pursuing privacy (Song, Qin, Liang, & Wang, 2014). Many people consider symmetric encryption is less secure at the point of protecting information or data as it permits secrets being shared that may be risky in any firm.

In summing up, both the two encryptions have their pros and cons, so it is in the hands of a company to decide that is best to apply. Symmetric encryption is less complicated than the asymmetric encryption. Asymmetric encryption is secure and more of private (Martin, 2017). The company should base its encryption type according to what the company needs to protect and may help them.

References

Engel, C., Goerg, S. J., & Yu, G. (2012). Symmetric vs. Asymmetric Punishment Regimes for Bribery. SSRN Electronic Journal. doi:10.2139/ssrn.1983969

Martin, K. M. (2017). Symmetric Encryption. Oxford Scholarship Online. doi:10.1093/oso/9780198788003.003.0004

Song, L., Qin, J., Liang, S. X., & Wang, X. (2014). A Hybrid Encryption Scheme for Hadoop Based on Symmetric and Asymmetric Encryption. Applied Mechanics and Materials, 598, 691-694. doi:10.4028/www.scientific.net/amm.598.691[supanova_question]

Cite: Emotional and Social Intelligence in Leadership. (2021, April 18). Retrieved July

Cite: Emotional and Social Intelligence in Leadership. (2021, April 18). Retrieved July 23, 2021, from https://biz.libretexts.org/@go/page/72204

Attribution: ” Emotional and Social Intelligence in Leadership” by LibreTexts is licensed under CC BY .

6.3: Emotional and Social Intelligence in Leadership

Last updated

Apr 18, 2021

6.2: The Role of Ethics and National Culture

Back Matter

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Overview

The position of either leader or follower does not hold power. Rather, it is how we respond when we are in these roles, based on our emotional intelligence, that gives power to each role. Emotional intelligence has been described as the “ability to monitor and discriminate among emotions and to the use the data to guide thought and action” (Pangman & Pangman, 2010, p. 146). Goleman (1998), a researcher who has completed excellent work in the area of work performance, studied the importance of emotional intelligence in achieving personal excellence. He defines emotional intelligence in greater depth, stating that it is composed of “abilities such as being able to motivate oneself and persist in the face of frustrations; to control impulse and delay gratification; to regulate one’s moods and keep distress from swamping the ability to think; to empathise and to hope” (Goleman, 1995, p. 21). Goleman’s model of emotional intelligence contains five skills that comprise personal and social competencies (see Table 6.3.16.3.1 below). The three skills of self-awareness, self-regulation, and motivation relate to the individual’s personal competence. The remaining skills of empathy and social skills are classified as social competencies (Sadri, 2012, p. 537). Goleman stressed that all of the skills can be learned.

Table 6.3.16.3.1 Emotional Intelligence Skills and Competencies (Data Source: Table based on material from Sadri, 2012.)

Competency

Skill Area

Description

Personal

Self-awareness

Knowing one’s self

Self-regulation

Managing one’s self

Motivation

Sentiments and passions that facilitate the attainment of goals

Social

Empathy

Understanding of others and compassion toward them

Social skills

Expertise in inspiring others to be in agreement

Developing Emotional and Social Intelligence

Students are at an ideal stage of their lives and careers to check their emotional intelligence. Completion of the emotional intelligence quiz at the link below may help you identify areas for growth.

Essential Learning Activity 6.3.16.3.1

Visit Queendom.com to access an emotional intelligence assessment.

Now that you have identified an area for growth, you may ask, “How can I increase my emotional intelligence?” Your brain has been developing neural pathways in response to your environment since early childhood. Over time these pathways become hard-wired in your brain, allowing you to respond rapidly to circumstances in your environment. In fact, it is believed that emotional responses occur faster than cognitive responses, thus you seem to act before you think. Siegel’s (2012) research in the area of interpersonal neurobiology shows that there is a way to change your brain’s response to stressors. Increasing your “mindfulness” can provide you with an opportunity to “break the link between environmental stimuli and habitual responses” (Gerardi, 2015, p. 60) and to choose a different course of action. Daniel Siegel (2010) coined the term mindsight to refer to the phenomenon of becoming aware of emotional reactions and changing them in real time. Gerardi (2015) stressed that working on developing mindsight is hard but valuable work for those who wish to become successful leaders.

From the Field

It is important to step back, take a few deep breaths, and look at all aspects of the situation before reacting.

As a nurse, gaining emotional and social intelligence and using mindsight are all critical to becoming a successful leader in the field. You will encounter and be required to cope with many different types of people, both colleagues and patients. It is extremely important to be self-aware, reflect on your feelings, and think about how emotions can influence both actions and relationships (or social interactions). That is, you must learn to reflect on your clinical experiences and think of how you could have changed a situation by using self-awareness or mindsight. In the words of Pattakos, “Between stimulus and response, there is a space. In that space lies our freedom and our power to choose our response. In our response lies our growth and our happiness” (as cited in Gerardi, 2015, p. 60).[supanova_question]

Cite Leadership and Conflict. (2021, April 18). Retrieved July 23, 2021, from

You will select a U.S. company and critique its management methods, techniques, successes, failures, etc., while applying concepts covered Cite

Leadership and Conflict. (2021, April 18). Retrieved July 23, 2021, from https://biz.libretexts.org/@go/page/72202

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” Leadership and Conflict” by LibreTexts is licensed under CC BY-NC-SA .

6.1: Leadership and Conflict

Last updated

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6: Implications for Leaders and Managers Resolving Conflict

6.2: The Role of Ethics and National Culture

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Learning Objectives

Describe four roles that a leader might play with respect to conflict

Assess the effectiveness of leadership behavior exhibited in an illustrative academic situation

“The hope of the world is that wisdom can arrest conflict between brothers. I believe that war is the deadly harvest of arrogant and unreasoning minds.”

Dwight Eisenhower

To lead a group successfully through conflict requires patience, goodwill, and determination. Robert Bolton, Bolton, R. (1979). People skills: How to assert yourself, listen to others, and resolve conflicts. Englewood Cliffs, NJ: Prentice-Hall noted that leaders with low levels of defensiveness tend to help people in their organizations avert unnecessary strife because they are able to focus on understanding and dealing with challenges rather than on saving face or overcoming resistance from others in their groups. Bolton also wrote that employing power judiciously, displaying charisma, and employing effective communication skills can positively affect the way conflict is handled. In this section, we will examine four general roles a leader may adopt with respect to preparing for inevitable instances of conflict. We will also provide an example of how one leader adopted the fourth role in a conflict situation.

The Leader as Motivator

Just as it takes more than one person to create conflict, it generally requires more than a single individual to resolve it. A leader should, therefore, try somehow to cause other members of a group to identify benefits to themselves of engaging in productive rather than destructive conflict. Randy Komisar, a prominent Silicon Valley executive who has worked with companies such as WebTV and TiVo and co-founded Claris Corporation, had this to say about the importance of this kind motivational role as his companies grew:

“I found that the art wasn’t in getting the numbers to foot, or figuring out a clever way to move something down the assembly line. It was in getting somebody else to do that and to do it better than I could ever do, in encouraging people to exceed their own expectations; in inspiring people to be great; and in getting them to do it all together, in harmony. That was the high art.”Komisar, R., & Lineback, K. (2000). The monk and the riddle: The education of a Silicon Valley entrepreneur. Cambridge, MA: Harvard Business Press. We’ll talk later about specific strategies that leaders and other group members can employ to manage conflict by means of motivation and other strategies.

The Leader as Delegator

No leader, even the leader of a handful of other people in a small team, can handle all the challenges or do all the work of a group. In fact, you’ve probably encountered leaders throughout your life who either exhausted themselves or alienated other group members—or both!—because they tried to do just that. Beyond accepting the sheer impossibility of shouldering all of a group’s work, a leader can attempt to prevent or manage conflict by judiciously by acting as a delegator, turning over responsibility for various tasks to others.

Warren Bennis, a pioneer in the field of leadership, wrote that such delegation is a vital component of the leader’s role. When it is practiced skillfully, according to Bennis, delegation may confine conflicts to the levels at which they occur and free the leader to conduct higher-level undertakings Bennis, W. (1997). Why leaders can’t lead. San Francisco: Jossey-Bass.

The Leader as “Structuralist”

Michael Thomas, a professor for many years at the University of Texas, served as a respected consultant to numerous businesses and educational institutions. As he went from group to group, he tackled their problems primarily by reviewing their organizational charts and tinkering with their structure. As an admired organizational theorist and structuralist, he believed that nearly any problem, tension, or conflict in a group could be solved structurally Professor emeritus Thomas, Jr., dies at 76. (2008, Nov 14). US Fed News Service, Including US State News. Retrieved from ProQuest Database. How people behave, he said, is largely determined by where they sit in an organization and whom they report to and supervise. If Mike saw that people in two separate sections of a group were at odds, for instance, he would propose that the sections be consolidated so that both became responsible to the same supervisor. Mike certainly used further techniques in his consultant’s role, but his emphasis on structural changes stands as one kind of advice for leaders who hope to lessen the damaging effects of conflict in their groups.

 Figure 6.1.16.1.1: Organization chart for a museum. Source: www.flickr.com/photos/zerne/19747286/

Realistic Conflict Theory, or Realistic Group Conflict Theory (RGCT), likewise stresses the importance for leaders of configuring subgroups within a larger group so that they are required to meet common goals. A classic study by social psychologist Muzafer Sherif, Sherif, M., Harvey, O.J., White, B.J., Hood, W., & Sherif, C.W. (1961). Intergroup conflict and cooperation: The robbers cave experiment. Norman, OK: The University Book Exchange. with 22 twelve-year-old boys in a summer camp in Oklahoma exemplifies the nature of RGCT and illustrates the concept of “leader as structuralist.”

The boys were split into two groups at the start of the study, after which leaders quickly emerged in each group. The two groups were then required to compete in camp games and were rewarded on the basis of their performance. Soon conflict arose as negative attitudes and behavior developed within each group toward the other.

In the third part of the study, the structure of the camp was changed in such a way that the two antagonistic groups were called upon to share responsibility for accomplishing a variety of tasks. The outcome of this structural change was that attitudes within each group toward the other became favorable and conflict lessened dramatically. Sherif, Muzafer (1966). In common predicament: Social psychology of intergroup conflict and cooperation. Boston: Houghton Mifflin.

Paradoxically, a leader may also deal with conflict by separating people rather than bringing them together. If a team is experiencing internal conflict that seems to be related to intense personality differences between two individuals, for instance, the leader may decide to change the composition of the team so as to reduce their interaction. (Think about the third-grade teacher who finds two children pummeling each other during recess and sends them to opposite ends of the schoolyard).

The Leader as Promoter of “Constructive Deviation”

Civil disobedience. . . is not our problem. Our problem is civil obedience…The future is an infinite succession of presents, and to live now as we think human beings should live, in defiance of all that is bad around us, is itself a marvelous victory.

Howard Zinn

I was at a conference in Jackson Hole, talking with Peter McLaren and Donaldo Macedo and David Gabbard. This guy in a herring-bone suit, all prim and proper, came over and said, “Well, Dr. Macedo, very, very interesting talk. I enjoyed it very much. Dr. Gabbard, very interesting talk. I enjoyed it very much.”

He was going around being polite. And then he turned and looked at Peter McLaren, and he said, “Mr. Mclaren…”—not “doctor”—“your discourse stretches my comfort zone just a little too much.”

And before any of us could say anything, Donaldo turned to him and said, “There are millions of people born, live their entire lives, and die on this planet without ever knowing the luxury of a comfort zone.”

The guy was speechless. It was a very polite way for him to say, “You know, I’m tired of hearing white men tell me that they’re feeling a little oppressed by discourse.”

The guy walked away, and Peter McLaren turned to me and said, “F**k! Why didn’t I say that?” But that’s Macedo. Macedo is on his toes, all the time. He’s never caught tongue-tied. He knows exactly how to turn it around.

Roberto Bahruth

A deviate is someone who differs in some important way from the rest of a group. ResearchValentine, K.B., & Fisher, B.A. (1974). An interaction analysis of verbal innovative deviance in small groups. Speech Monographs, 41, 413–420. indicates that interaction with deviates may account for up to a quarter of many groups’ time and that such interaction may serve a positive function if it successfully causes people who hold a majority opinion to examine their views critically. In essence, dealing with deviates can keep group members on their toes and counteract the tendency to engage in groupthink. Encouraging deviates is one measure a leader can take to promote constructive conflict which brings a group to a higher level of understanding and harmony.

Of course, listening to a deviate may be disconcerting, since it may push us outside our comfort zone in the way that Peter McLaren did in the story told by Roberto Bahruth. In fact, deviates naturally have great difficulty influencing a group because of other people’s resistance. For this reason, part of a leader’s responsibility may sometimes consist in simply making sure that a deviate is not outright silenced by members of the majority. In other cases, it is the leader who at least at times assumes the role of deviate herself or himself.

Because deviates by their very nature call the members of the majority in a group to stop and seriously question their attitudes and behavior, which is usually disconcerting and uncomfortable, the most successful deviates are generally those who attempt to lead others in a cautious fashion and who demonstrate loyalty to their group and its goals. Thameling, C.L., & Andrews, P.H. (1992). Majority responses to opinion deviates: A communicative analysis. Small Group Research, 23, 475–502. Timing can also determine whether a deviate’s influence will be accepted. Waiting until a group has developed a sense of cohesiveness is most likely to be more effective, for instance, than jumping in with an unexpected or unconventional proposal during the group’s formative stages.

A Leadership Example

In early 1980 the brutal Khmer Rouge regime in Cambodia had just been defeated at the end of many years of fighting, and several hundred thousand Cambodian refugees flooded hastily-constructed camps in eastern Thailand. Chandler, D.P. (1992). A history of Cambodia. Boulder, CO: Westview Press. Many Americans became concerned about the suffering in the refugee camps, and a group of 25 graduate students in Vermont studying international administration nearly played a direct role in the situation because their program’s director was willing to speak out as a deviate.

The students were seated in a circle one morning, engaged in a discussion about human service agencies. One of them noticed that the director of the program, Walter Johnson, had been silent for some time and asked, “Walter, what do you think?”

Walter took a deep breath and replied, “I think what we’re talking about is all well and good, but what I’d really like to do is call a colleague of mine at the U.N. and see if we could help the Cambodian refugees in those horrible camps in Thailand.”

A stunned silence fell over the group. Someone asked, “Are you serious?”

Walter replied, “Yes, I am.”

Silence returned. Finally, one of the students said, “Walter, if you believe what you’re saying, go ahead and talk to your friend.”

Walter left the room and returned in half an hour to say that his U.N. colleague was willing to investigate humanitarian service options in Thailand for the students. The challenge, then, was to explore whether the students themselves would consider performing such service.

For the next two days, the whole group engaged in difficult, soul-searching discussions about what it would mean for them to go to Thailand. They quickly realized that if they made that choice they would have to abandon their curriculum at the school and might imperil their financial aid. Some of them would probably have to leave a spouse or children behind. And they might be putting themselves in danger of disease or violence. On the other hand, they could potentially be able to act according to their shared ideal of contributing to world peace in a personal, direct, and powerful manner.

Ultimately, the group realized that it was facing an “all or none” question: either every one of them would have to agree to travel to Thailand, or none of them should. Walter’s role as a constructive deviate in the Vermont group stimulated it to consider an option—the “go to Thailand option”—which in turn spurred earnest and productive conflict which most likely would not otherwise have taken place.

Key Takeaway

To harness conflict in a positive manner and contribute to the healthy functioning of a group, a leader should play the roles of motivator, delegator, structuralist, and promoter of constructive deviation.

Exercise 6.1.16.1.1

Think of someone you met in a group whom you would consider to be a “deviate.” On what basis did you make that determination? To what degree did others in the group share your assessment of the person?

Do you share the view that any conflict What examples from your own experience support your answer? Consider a group that you’re currently part of, imagine a change in its structure which you feel could reduce its conflict, and share the information with two fellow students.

All other things being equal, would you prefer to address a conflict by bringing the parties together or separating them? Explain your reasons and provide an example that you believe supports them.[supanova_question]

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CITE: Emotional Intelligence. (2021, April 18). Retrieved July 14, 2021, from https://biz.libretexts.org/@go/page/72187

3.2: Emotional Intelligence

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Apr 18, 2021

3.1: Emotions and Feelings

3.3: What are the theories of multiple intelligences and emotional intelligence?

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Learning Objective

Understand how emotional intelligence can impact your career success.

Emotional intelligence is a topic that has been researched since the early 1990s and has been found to be an important indicator of life and career success. In fact, our book is written around the ability to develop emotional intelligence skills. Emotional intelligence (EQ) refers to a form of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and actions.[1] This is different from intelligence quotient (IQ) in that IQ measures intelligence based on a score derived from intelligence tests. The other main difference between the two is that IQ is stable over a lifetime, while EQ can grow and develop over time.

The original researchers of EQ, John Mayer and Peter Salovey,[2] provided the first hint of emotional intelligence in their research, but much of the later research on emotional intelligence was done by Daniel Goleman.[3] According to Goleman, there are four main aspects to emotional intelligence, which we will discuss later in this section. First, why is emotional intelligence necessary for success?

To begin with, different from what was previously thought, IQ is not a good predictor of job performance, happiness, or success. Goleman points out that if this myth were true, everyone who graduated at the top of their class with honors would be the most successful people. Because we know this isn’t the case, we know qualities other than just IQ can help predict success. Research by Travis Bradberry and Jean Greves has shown that EQ makes up 58 percent of our job requirements and is the single biggest predictor of performance in the workplace and the strongest driver of leadership and personal excellence.[4] Their research also showed that 90 percent of high performers at work had high EQ, while 20 percent of low performers had low EQ. In other words, you can be a high performer at work without EQ, but the chances are slimmer with low EQ.[5] EQ research by Bradberry and Greves shows a link between higher EQ and higher salary. In fact, for every point increase in EQ, there is a $1,300 per year increase in salary.[6]

In one study performed by Virginia Tech,[7] six hundred undergraduate computer science students and twenty institutions participated in a survey that measured emotional intelligence and the ability to handle demanding curriculum. Although emotional intelligence was not directly linked to academic success in the study, students with higher levels of emotional intelligence had more self-efficacy (belief in one’s own ability), which allowed them to handle problems better—creating higher academic success. For example, the ability to read body language and understand when someone is sad or mad and needs to talk is an emotional intelligence skill. These skills enable us to interact with others successfully. Consider a person who does not have a “filter” and continually puts down others and says exactly what is on their mind, even if it is hurtful. This clear lack of emotional intelligence affects this person’s ability to have good, healthy relationships, both at work and in their personal life.

So, we know that emotional intelligence is important for success at work, at school, and in our personal lives. Let’s discuss the four main components of EQ:

Self-awareness. Self-awareness refers to a person’s ability to understand their feelings from moment to moment. It might seem as if this is something we know, but we often go about our day without thinking or being aware of our emotions that impact how we behave in work or personal situations. Understanding our emotions can help us reduce stress and make better decisions, especially when we are under pressure. In addition, knowing and recognizing our own strengths and weaknesses is part of self-awareness. Assume that Patt is upset about a new process being implemented in the organization. Lack of self-awareness may result in her feeling angry and anxious, without really knowing why. High self-awareness EQ might cause Patt to recognize that her anger and anxiety stem from the last time the organization changed processes and fifteen people got laid off. Part of self-awareness is the idea of positive psychological capital, which can include emotions such as hope; optimism, which results in higher confidence; and resilience, or the ability to bounce back quickly from challenges.[8] Psychological capital can be gained through self-awareness and self-management, which is our next area of emotional intelligence.

Self-management. Self-management refers to our ability to manage our emotions and is dependent on our self-awareness ability. How do we handle frustration, anger, and sadness? Are we able to control our behaviors and emotions? Self-management also is the ability to follow through with commitments and take initiative at work. Someone who lacks self-awareness may project stress on others. For example, say that project manager Mae is very stressed about an upcoming Monday deadline. Lack of self-management may cause Mae to lash out at people in the office because of the deadline. Higher EQ in this area might result in Mae being calm, cool, and collected—to motivate her team to focus and finish the project on time.

Social awareness. Social awareness is our ability to understand social cues that may affect others around us. In other words, understanding how another is feeling, even if we do not feel the same way. Social awareness also includes having empathy for another, recognizing power structure and unwritten workplace dynamics. Most people high on social awareness have charisma and make people feel good with every interaction. For example, consider Erik’s behavior in meetings. He continually talks and does not pick up subtleties, such as body language. Because of this, he can’t understand (or even fathom) that his monologues can be frustrating to others. Erik, with higher EQ in social awareness, may begin talking but also spend a lot of time listening and observing in the meeting, to get a sense of how others feel. He may also directly ask people how they feel. This demonstrates high social awareness.

Relationship management. Relationship management refers to our ability to communicate clearly, maintain good relationships with others, work well in teams, and manage conflict. Relationship management relies on your ability to use the other three areas of EQ to manage relationships effectively. Take Caroline, for example. Caroline is good at reading people’s emotions and showing empathy for them, even if she doesn’t agree. As a manager, her door is always open and she makes it clear to colleagues and staff that they are welcome to speak with her anytime. If Caroline has low EQ in the area of relationship management, she may belittle people and have a difficult time being positive. She may not be what is considered a good team player, which shows her lack of ability to manage relationships.

emotional intelligence for success

Video 3.2.13.2.1: https://www.youtube.com/watch?v=wJhfKYzKc0s

Author and Pulitzer Prize nominee Daniel Goleman discusses the importance of emotional intelligence in career success.

To increase our self-awareness skills, we should spend time thinking about our emotions to understand why we experience a specific emotion. We should look at those things that cause a strong reaction, such as anger to help us understand the underlying reasons for that reaction. By doing this, we can begin to see a pattern within ourselves that helps explain how we behave and how we feel in certain situations. This allows us to handle those situations when they arise.

To increase our self-management skills, we can focus on the positive instead of the negative. Taking deep breaths increases blood flow, which helps us handle difficult situations. Although seemingly childish, counting to ten before reacting can help us manage emotions such as anger. This gives us time to calm down and think about how we will handle the situation. Practicing positive self-talk can help increase our self-management. Self-talk refers to the thoughts we have about ourselves and situations throughout the day. Since we have over 50,000 thoughts per day,[9] getting into the habit of managing those thoughts is important. By recognizing the negative thoughts, we can change them for the positive. The following are some examples:

Positive

Negative

I made a mistake.

I am, or that was, dumb.

I need some work on xx skills.

I am an idiot.

It may take a bit more effort to show them what I have to offer.

They will never accept me.

I need to reprioritize my to do list.

I will never be able to get all of this done.

Let me see what seminars and training are available.

I just don’t have the knowledge required to do this job.

Increasing social awareness means to observe others’ actions and to watch people to get a good sense of how they are reacting. We can gain social awareness skills by learning people’s names and making sure we watch body language. Living in the moment can help our interactions with others as well. Practicing listening skills and asking follow-up questions can also help improve our social awareness skills.

Strategies for relationship management might include being open, acknowledging another’s feelings, and showing that you care. Being willing to listen to colleagues and employees and understanding them on a personal level can help enhance relationship management skills. Being willing to accept feedback and grow from that feedback can help people be more comfortable talking with you.

The importance of emotional intelligence, as we introduced at the start of this section, is imperative to being successful at work. Figuring out a plan on how we can increase our emotional intelligence skills can also benefit us personally in our relationships with others.

Emotional intelligence is the key to everything we will discuss throughout the book, and each aspect of our discussion relates back to emotional intelligence, as you can see from Figure 3.2.13.2.1.

Figure 3.2.13.2.1: Emotional intelligence applies to all areas of our lives, both professionally and personally. We will be discussing each of these emotional intelligence aspects throughout the book.(Copyright; author via source)

Key Takeaways

Emotional intelligence (EQ) is different from intelligence quotient (IQ) in that EQ can help predict career success and can be improved over time, whereas IQ is stable over time.

Emotional intelligence consists of four main components. Self-awareness is the first. This level of intelligence comprises the ability to understand one’s own emotions and reactions to those emotions.

Self-management refers to the ability to manage one’s reactions and emotions.

Social awareness refers to one’s ability to read body language and social cues to develop positive relationships both professionally and personally.

Relationship management skills require all of the three mentioned skills. This skill allows us to handle conflict and get along with others.

EQ is important because the majority of successful people have both appropriate IQ levels for their job and EQ skills.

Exercises 3.2.13.2.1

Reread the opening case. What emotional intelligence issues do you think Lynn will address with Reegan when they meet? If you were Lynn, what recommendations would you make to Reegan?

Visit http://www.queendom.com/tests/access_page/index.htm?idRegTest=3037 (you do not need to register) and take the 146-question quiz on emotional intelligence, which should take about an hour. Then answer the following questions:

Why do you think EQ predicts more career success than IQ?

What were the results of the quiz? Do you agree with them?

Formulate a plan to improve your emotional intelligence skills, with at least three goals and strategies to reach those goals.

Cherniss, Cary. (2000). Paper presented to the annual meeting of the Society for Industrial and Organizational Psychology, New Orleans, LA, April 15, 2000. Accessed February 26, 2012, www.eiconsortium.org/reports/…elligence.html; Mayer, J. D., Caruso, D., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267–98.

Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.). Handbook of intelligence (pp. 396–420). Cambridge, England: Cambridge University Press.

Goleman, Daniel. (n.d.). Emotional intelligence. Accessed February 26, 2012,danielgoleman.info/topics/emo…-intelligence/

Bradberry, Travis, & Greaves, Jean. (2009). Emotional Intelligence 2.0 (p. 21) TalentSmart Publishing.

Bradberry, Travis, & Greaves, Jean. (2009). Emotional Intelligence 2.0 (p. 21) TalentSmart Publishing.

Bradberry, Travis, & Greaves, Jean. (2009). Emotional Intelligence 2.0 (p. 22) TalentSmart Publishing.

Virginia Tech. (2005, October 5). Emotional intelligence may be good predictor of success in computing studies. ScienceDaily.

Luthans, Fred. (2002). The need for and meaning of positive organizational behavior.Journal of Organizational Behavior, 23(6), 695–706.

Willax, Paul. (1999, December 13). Treat customers as if they are right. Business First, accessed March 2, 2012,http://www.bizjournals.com/louisvill….html?page=all

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GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher

GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title:

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

National/State Learning Standards:

Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

Who is the audience

What action verb will be measured during instruction/assessment

What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

For example:

I will use a visual of the planet Earth and ask students to describe what Earth looks like.

I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

Time Needed

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example:

I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

Explain how you will differentiate materials for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example:

I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

I will model one example of solving a number sentence on the white board before having students search for the matching card.

I will then have the partner who has the number sentence explain to their partner how they got the answer.

Explain how you will differentiate activities for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

Explain how you will differentiate assessments for each of the following groups:

English language learners (ELL):

Students with special needs:

Students with gifted abilities:

Early finishers (those students who finish early and may need additional resources/support):

Time Needed

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

Time Needed

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Linear Regression Analysis

Linear Regression Analysis

Terry Downes owns a commercial cleaning company. He has conducted a survey of customers to determine how satisfied they are with the work performed. He devised a 100-point rating scale—with 0 being poor and 100 being excellent service, selected a random sample of 16 customers, and asked them to rate the service. He also recorded the number of worker hours spent in the customer’s facility. These are in the file named Downes.xls Use Excel to complete the following:
Develop a scatter plot showing the variables, rate of service, and worker hours, with the y variable on the vertical axis and the x variable on the horizontal.
Develop a linear regression model to explain the variation in the service rating using a significant level alpha = 0.10
Estimate the regression equation for the model.
Use Word to complete a short report to include the following:
The scatter plot describing the relationship of the variables and the estimated linear regression equation.
The null and alternative hypotheses at the significant level alpha = 0.10
The regression analysis showing the results of the pertinent hypothesis test, using a significance level of 0.10.
The analysis of the linear regression indicating if the model is significant based on the p-value, e.g., rejecting or failing to reject the null hypothesis.
The significance of the R2 (Coefficient of determination) in the model.
*** Submit in a Word document and attach the Excel file.
[supanova_question]

Law Question

Coursework Question:
Critically assess to what extent, considering the risks of over-blocking inherent in the implementation of ‘notice and staydown’ systems, Article 17 of the Directive on Copyright in the Digital Single Market contains enough safeguards to strike a fair balance between, on the one hand, content owners’ IP rights, and, on the other, users’ right to freedom of expression.
(2500 words, excluding footnotes and bibliography)
All your assignments should be properly referenced using the OSCOLA Referencing System.
you needed to follow the referencing style OSCOLA. For guidance, please visit https://www.law.ox.ac.uk/sites/files/oxlaw/oscola_…You should include a full bibliography at the end of your work.

*Please refer to the Level 7 Assessment Booklet for important information relating to your submission: see attached file.
see Grading Criteria at the last pages of attached file carefully, I need 90 mark in this subject. professor is too much strict so please read question and grading criteria carefully. This coursework is very very important fforr me to pass this course so be careful.
i also attached the seminar 7 slides professor said it is very very important to this coursework, so must check these slides as well before start the assignment

[supanova_question]

Communications Question

Amazon could execute a buyout or takeover strategy to improve its financial position. This could be within the market CAREER RESEARCH PAPER
Format: 3 pages, double-spaced, typed, #12 font Content:
For the Career Research Paper, choose a career that interests you or one suggested by the career assessments done in the class. Answer these possible questions:
Describe the career. What are the typical job duties? Why are you interested in this career?
Are certain personality types and skills desired and/or required? How does your personality type match this career or not? Go back to your AchieveWorks Assessments. Click on this Video (Links to an external site.) on finding your assessment results.
What are some advantages and disadvantages of working in this career? What type of environment will you be working in?
What is a typical day, week, month, year? What is the salary or pay? Part time? Full time?
What is the job outlook? Is there a demand or not in this field? How difficult or not difficult is it to gain employment in this career?
What are the educational requirements? Licenses?
What are related majors or majors needed for this career?
What are related occupations for this career? Research other occupations similar that may be of interest.
What are the growth opportunities?
What interesting facts did you discover?
Extra: Find a job advertisement on this career and paste it on a piece of paper or download it from a website (extra)
To research your career, use at least 4 sources of information:
Websites, Texts, E-books, Articles (databases at the library)
Informational Interview: It is encouraged you use an interview with a person in your career of interest. Go back to the Informational Interview Assignment.
Assessments you did in CollegeScope. Click on any chapter and view your results in your portfolio that includes AchieveWorks Assessments (Personality, Multiple Intelligences, Learning, Skills). Click on this Video (Links to an external site.) on finding your assessment results.
O*Net Online (Links to an external site.) (go back to your library research_
Occupational Outlook Handbook (Links to an external site.)
Outlook Quarterly and Career Outlook Publications (Links to an external site.)
Include a “Works Cited” listing of the sources you used. Get help form the library if you need help with your “Works Cited” format. Go back to the Library Discussion where you learned how to cite sources. For computer sources, list the Web address and date accessed. Remember to ask a Librarian for help. There is also an online librarian.
Visit the Career Center (Links to an external site.) to get help researching.

done
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Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time period?
Q3-

done
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few seconds ago[supanova_question]

Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time period?
Q3

done
Seen
few seconds ago[supanova_question]

Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time period?
Q

done
Seen
few seconds ago[supanova_question]

Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time period?

done
Seen
few seconds ago[supanova_question]

Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time peri

done
Seen
few seconds ago[supanova_question]

Blog Post Question

Q1- Describe the events that unfolded during the California Gold Rush.
2) What is the comparison between the Gold Rush and the “Walking Dead”?
3) How does the Gold Rush connect to the “California Dream”?
4) What key term does the topic of the California Gold Rush connect to, and why?
Q2- ) Describe and analyze Andrew Jackson’s speeches: the Inaugural Address and Second Annual Message. What was the purpose of each speech in relation to Indian Removal? Who was the intended audience of each speech? What was the difference in tone and word choice in each speech?
2) Describe and analyze Andrew Jackson’s “Letter to the Cherokee.” What was the purpose of the letter in relation to Indian Removal? Who was the intended audience of the letter? What was the difference in tone and word choice, compared to the previous speeches?
3) We learned about the ways 6 Native Nations resisted removal in the southeast. What are at least 2 specific examples of ways tribes resisted removal during this time period?
Q3-

done
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Pg. 01 Project Instructions College of Computing and Informatics Project Deadline: Sunday

Pg. 01

Project Instructions

College of Computing and Informatics

Project

Deadline: Sunday 12/12/2021@ 23:59

[Total Mark for this Project is 10]

Project

Deadline: Sunday 12/12/2021@ 23:59

[Total Mark for this Project is 10]

Fundamentals of Databases

IT403

Fundamentals of Databases

IT403

Instructions:

You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.

It is your responsibility to check and make sure that you have uploaded both the correct files.

Zero mark will be given if you try to bypass the SafeAssign (e.g., misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).

Email submission will not be accepted.

You are advised to make your work clear and well-presented. This includes filling your information on the cover page.

You must use this template, failing which will result in zero mark.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO mark.

The work should be your own, copying from students or other resources will result in ZERO mark.

Use Times New Roman font for all your answers.

Instructions:

You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.

It is your responsibility to check and make sure that you have uploaded both the correct files.

Zero mark will be given if you try to bypass the SafeAssign (e.g., misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).

Email submission will not be accepted.

You are advised to make your work clear and well-presented. This includes filling your information on the cover page.

You must use this template, failing which will result in zero mark.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO mark.

The work should be your own, copying from students or other resources will result in ZERO mark.

Use Times New Roman font for all your answers.

Student Details:

Name: ###

CRN: ###

ID: ###

Student Details:

Name: ###

CRN: ###

ID: ###

Project Instructions

In this file, you will find two database project ideas. You must choose one of them to design and implement.

You can work on this project as a group (minimum 3 and maximum 4 students). Each group member must submit the project individually with all group member names mentioned in the cover page.

This project worth 10 marks and will be distributed as in the following:

Design the database, following an ER model. (3 marks)

Tables before Normalization. (1.5 marks)

Tables after Normalization (1.5 marks)

Use MySQL or any other database to create the normalized tables and

populate your tables with at least 5 rows. (2 marks)

Execute the requested sample queries. (2 marks)

Each student must submit one report about his/her chosen Project via the Blackboard (Email submission will not be accepted which will be awarded ZERO marks) containing the following:

ER Diagram.

All schemas before normalization.

All schemas after normalization.

All SQL statements of:

Creating tables.

Inserting data in tables.

All requested queries/results.

Screenshots from MySQL (or any other software you use) of all the tables after population and queries results.

You are advised to make your work clear and well presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO marks being awarded.

The work should be your own, copying from students or other resources will result in ZERO marks.

Use Times New Roman font

Learning Outcome(s):

LO 4

Design a database starting from the conceptual design to the implementation of database schemas.

LO 3

Create Entity-Relationship model, Relational model, and write SQL queries.

Learning Outcome(s):

LO 4

Design a database starting from the conceptual design to the implementation of database schemas.

LO 3

Create Entity-Relationship model, Relational model, and write SQL queries.

Project I

Database System for a cancer registry

Consider a database system for a Cancer Registry. The data requirements are summarized as follows:

1. Patients:

Patients are tracked by a unique patient ID.

Personal information includes first name, last name, phone number, Date of Birth, and sex.

The combination of the Patient’s first and last name must be unique.

Patient’s sex is a mandatory field.

Patient can be registered at any clinic.

2. Cancer:

Type of cancer is tracked by a unique ID.

Cancer is categorized as either Oral, Lung, Breast, Liver, Blood, Bone, Pancreatic, Cervical, or Prostrate.

Stage of cancer can be Stage I, Stage II, or Stage III

Stage of cancer detection.

Treatment given: Chemotherapy only, Surgery with chemotherapy, Surgery only or Radiation therapy.

Patient_id is an FK which references the ID of the Patient.

Clinic_id is an FK which references the ID of the Clinic that patient register.

Patient information must be stored at one clinic.

Patient Date of detection of Cancer.

3. Clinic:

Clinics are tracked by unique clinic ID.

Each clinic has a name and location.

The combination of the clinic’s name and location must be unique.

4. Employees:

Employees are tracked by unique Employee ID.

Clinic_id is a FK which references the Clinic ID which they work at.

Employees must work at a single Clinic.

Personal information includes Fname, Lname and sex.

The combination of an employee’s first and last name must be unique.

Queries:

List the first and last name of all patients who had blood cancer.

List names and location of clinics reported cases of lung cancer.

Find the names of patients whose age is above 50 years and had oral cancer since 10/10/2010.

List the names of employees who are working in clinics, which do not have breast cancer case.

Learning Outcome(s):

LO 4

Design a database starting from the conceptual design to the implementation of database schemas.

LO 3

Create Entity-Relationship model, Relational model, and write SQL queries.

Learning Outcome(s):

LO 4

Design a database starting from the conceptual design to the implementation of database schemas.

LO 3

Create Entity-Relationship model, Relational model, and write SQL queries.

Project II

Database system for a Wholesale Management System

Consider a database system for a Wholesale Management System. The data requirements are summarized as follows:

Maintain the details of stock like their id, name, quantity.

Maintain the details of buyers from which manager must buy the stock like buyer id, name, address, stock id to be bought.

Details of customers i.e. name, address, id.

Defaulters list of customers who have not paid their pending amount after the due date So List of payment paid or pending.

The stock that is to buy if quantity goes less than a particular amount.

Profit calculation for a month.

Quantity cannot be sold to a customer if the required amount is not present in stock and date of delivery should be maintained up to which stock can be provided.

SQL Queries:

List of payment paid or pending customers.

Find the Defaulters list of customers who have not paid their pending amount.

Find the details of customers name, address, id.

Find Query to get information of employee where employee is not assigned to the department.

List the stock that is to buy if quantity goes less than a particular amount.

10 Marks

10 Marks

Your Project

Title of Your Project

3 Marks

3 Marks

ER Diagram

1.5 Marks

1.5 Marks Tables before the Normalization

1.5 Marks

1.5 Marks Tables after the normalization (At least in 3NF)

2 Marks

2 Marks Create the Normalized Tables and Populate them with at least 5 Rows

2 Marks

2 Marks Write the sample requested Queries & Execute them.[supanova_question]

Part A (60 points) Simulations are helpful in empirically demonstrating statistical results.

Business Intangibles Essay Part A (60 points)

Simulations are helpful in empirically demonstrating statistical results. In this set of projects, you will be using SAS to write a simulator for a “popular” dice game called GOLO. This homework problem is based on the original version of the game, which uses nine 12-sided dice to create a simulation of nine holes of real golf. Obviously, rolling dice to simulate golf can be much less physically taxing, considerably less frustrating and somewhat less dangerous than actual golfing. It should be noted however that depending on the ages of participants (and in the case of graduate students, relative sobriety) it may be just as likely to lose a die as it is to lose one’s ball in the rough.

For this project, you are being asked to design a simulation of GOLO by teaching SAS how to play the “simple” game and then getting SAS to play it 1,000 times. The simple game follows these rules:

Each die has 12 irregularly-numbered sides

The values on each dice are as follows:

Score

Frequency

-1 (birdie)

1

0 (par)

3

1

2

2

2

3

3

4

1

On the first turn, all nine dice are rolled and the lowest score is selected (simulating the first hole played). This die is then removed from the pool of remaining dice

On subsequent turns, the remaining dice are rolled, the lowest score is selected and that die is removed

The half ends when all nine dice are removed and nine scores have been recorded. Retain the scores for the half and then repeat steps #3 and #4 to generate a simulation of a full round of golf (18 holes in total).

There are various alternative strategies one can use in playing this game apart from the simple strategy of one hole at a time. Here are some other strategies to consider:

Modification 1: Select all dice (play one round)

Modification 2: : Choose all par (0) or birdie (-1) results; if no such results exist, choose one die with the lowest value

The deliverable for this project is a sing le program which, when run, will produce a SAS dataset with 1000 GOLO results and a short statistical summary of the simulation for each of the 3 different strategies presented here 20 points for each strategy).

Deliverables:

Code simulating 1000 games of GOLO with the scores for all eighteen holes with a variable keeping the total score for each half and the final total for the round for each of the 3 strategies. Each strategy should have its own separate code in the SAS program (i.e. we want to see at least 3 separate sections even though they may look very similar)

Summary table showing the mean round total for each strategy on eighteen holes. This table should be produced by the program and the call should follow each simulation section.

Part B

Macrify your code from part A

Deliverable (40 points):

Write a SAS Macro that allows the user to specify a strategy (simple, modification 1, modification 2) and play a user-specified number of games with that strategy. The user should be allowed to define a seed, library name, dataset name, and whether the user would like to see the results summarized in a table. The title on the output should reflect all of the user-defined choices specified when the macro is called. Full points will be awarded for a fully-working macro.[supanova_question]

x Assessment Task 1 Cover Sheet Students: Please fill out this cover

x

Assessment Task 1 Cover Sheet

Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.

Name:

Date of submission:

Assessor to complete

Assessment Requirements

Satisfactory/ Not satisfactory

Date

Was this a re- submission?

Y/N

If yes, what attempt?

Assessment Task 1: Written Questions

1st attempt 2nd attempt

Re-assessment

STUDENT DECLARATION

I declare that these tasks are my own work.

None of this work has been completed by any other person.

I have not cheated or plagiarised the work or colluded with any other student/s.

I have correctly referenced all resources and reference texts throughout these assessment tasks.

I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.

Student signature: ____________________________________________________________________________________________________

Student name: ________________________________________________________________________________________________________

Assessment task 1: written questions

TASK SUMMARY:

To provide you with an opportunity to show you have the required knowledge for this unit.

RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK

Access to textbooks and other learning materials.

Access to a computer and the Internet (if you prefer to type your answers).

WHAT NEEDS TO BE SUBMITTED?

Your answers to all questions; in some questions, choose the correct answer from the list.

Complete the Student’s Self-evaluation Checklist

WHAT HAPPENS IF I GET SOMETHING WRONG?

If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:

Type the questions that were incorrect and resubmit.

Answer the questions that were incorrect verbally.

INSTRUCTIONS:

Answer each question in as much detail as possible, considering your organisational requirements (or organisation of your choice or a hypothetical organisation if you are not currently employed).

What are the WHS/OHS Laws relevant to your industry? List three (3).

What are the duties imposed on a person that ensure health and safety in the workplace? List two (2).

Who are the duty holders in a workplace? List at least five (5)

List at least four (4) duties of a worker.

What are the legal obligations of an employer in relation to consultation? List at least five (5) legal obligations.

List at least three (3) consequences of non-compliance.

If you are a project team leader or project manager, how can you contribute to monitoring compliance? List at least five (5)

How can you ensure your workplace is compliant with legislation? List at least five (5).

What could you do if you witnessed an act of non-compliance?

What sources could you use to keep up-to-date with relevant legislation? List at least five (5).

What information would need to be communicated to staff members in relation to WHS? List at least four (4).

What would you need to do in order to manage hazards in the workplace? List at least four (4).

What items can be considered health and safety records? List at least ten (10).

What information would an incident report provide? List three (3) and briefly explain each.

Briefly explain the purpose of aggregating information relating to WHS.

Bellow:

In 100 words, discuss the right of the worker to cease unsafe work.

With reference to 16a, what should a WHS practioner/advisor do to once made aware a worker has ceased work. Up to 100 words.

How can hazards and hazardous jobs be identified? List at least five (5).

Discuss the requirements for health and safety training and the obligations on employers. Minimum 100 words.

How does consultation and participation benefit a company? List at least five (5).

What might be included in determining the appropriate action for identified issues? List at least five (5).

Please provide at least five (5) examples of dangerous occurrences.

Changes in the workplace can create new hazards. Identify three types of changes that might affect the safety of workers? List at least three (3).

What are the five (5) categories of control measures for identified risks?

Briefly explain what you should do if you identify an inadequacy in risk control measures.

What does ongoing improvement involve? List five (5).

List some of the main requirements of key state/territory advisory standards relating to construction (eg asbestos advisory standards, concrete pumping supplement, falling objects advisory standard etc) List at least ten (10).

What are some of the main legislative requirements relating to conduct of internal OHS inspections/audits? List three (3).

What types of documentation may need to be analysed when determining areas of potential risk in a medium rise construction project? List at least ten (10).

Who may need to be consulted in relation to OHS inspections and risk analysis? List at least five (5).

How are control measures identified, implemented and reviewed? List four (4)

What are examples of OHS communication strategies? List at least five (5).

List six (6) places on a building site where edge protection is required.

What do I need to hand in for this task?

Have I completed this?

Your answers to each question

?

Complete the Student’s Self-evaluation Checklist

?

FOR STUDENT TO COMPLETE

Assessment Task 1: Written Questions

Student’s self-evaluation checklist

In completing this assessment task, I have developed knowledge and understanding of key topics in relation to:

Tick or X

1.

Question 1 -5

?

2.

Question 6-10

?

3.

Question 11 – 15

?

4.

Question 16 – 20

?

5.

Question 21 – 25

?

6.

Question 26 – 30

?

7.

Question 31 & 32

?

I confirm that the above self-evaluation checklist are true and correct.

Student Name:

Student Signature:

BSBPMG505A Manage project quality

Student Assessment Booklet

Version 2.0 November 2020, Approved Quality assurance & Compliance Manager Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Copyright © 2020 Tr4in Right

Page 15 of 19[supanova_question]

Instructions & Marking Distribution This task worth 10 marks and will be

Instructions & Marking Distribution

This task worth 10 marks and will be distributed as in the following:

Design the database, following an ER model. (3 marks)

Tables before Normalization. (1.5 marks)

Tables after Normalization (1.5 marks)

Use MySQL or any other database to create the normalized tables and

populate your tables with at least 5 rows. (2 marks)

Execute the requested sample queries. (2 marks)

Each student must submit one report containing the following:

ER Diagram.

All schemas before normalization.

All schemas after normalization.

All SQL statements of:

Creating tables.

Inserting data in tables.

All requested queries/results.

Screenshots from MySQL (or any other software you use) of all the tables after population and queries results.

Consider a database system for a Cancer Registry. The data requirements are summarized as follows:

1. Patients:

Patients are tracked by a unique patient ID.

Personal information includes first name, last name, phone number, Date of Birth, and sex.

The combination of the Patient’s first and last name must be unique.

Patient’s sex is a mandatory field.

Patient can be registered at any clinic.

2. Cancer:

Type of cancer is tracked by a unique ID.

Cancer is categorized as either Oral, Lung, Breast, Liver, Blood, Bone, Pancreatic, Cervical, or Prostrate.

Stage of cancer can be Stage I, Stage II, or Stage III

Stage of cancer detection.

Treatment given: Chemotherapy only, Surgery with chemotherapy, Surgery only or Radiation therapy.

Patient_id is an FK which references the ID of the Patient.

Clinic_id is an FK which references the ID of the Clinic that patient register.

Patient information must be stored at one clinic.

Patient Date of detection of Cancer.

3. Clinic:

Clinics are tracked by unique clinic ID.

Each clinic has a name and location.

The combination of the clinic’s name and location must be unique.

4. Employees:

Employees are tracked by unique Employee ID.

Clinic_id is a FK which references the Clinic ID which they work at.

Employees must work at a single Clinic.

Personal information includes Fname, Lname and sex.

The combination of an employee’s first and last name must be unique.

Queries:

List the first and last name of all patients who had blood cancer.

List names and location of clinics reported cases of lung cancer.

Find the names of patients whose age is above 50 years and had oral cancer since 10/10/2010.

List the names of employees who are working in clinics, which do not have breast cancer case.

Answer Sheet

ER Diagram

Tables before the Normalization

Tables after the normalization (At least in 3NF)

Create the Normalized Tables and Populate them with at least 5 Rows

Write the sample requested Queries & Execute them.[supanova_question]

Introduction Diabetes is a health condition that inhibits the body from making

Introduction

Diabetes is a health condition that inhibits the body from making insulin or using it efficiently. The disease affects how the body converts food into energy. The body breaks down food into glucose, a form easy to absorb. High blood sugar signals the pancreases to discharge insulin, which converts the sugar into energy. Therefore, with diabetes, the function of insulin is curtailed. When cells cannot react to insulin or the lack of it, sugar concentrates in the bloodstream. With time, elevated blood sugar causes severe health problems like kidney disease, vision loss, and heart disease.

Diabetes is a chronic condition that is widely prevalent in the world today, especially in developed countries. In part, many would argue that Diabetes is very often a result an outcome of social health determinants. Access to health care, education, and the doors that economic stability opens- better paying jobs, therefore more stable and secure housing, better food, etc.- contribute to healthier lifestyles that often, the research has found, leads to a reduced risk of Diabetes. Those populations who suffer increased risk or prevalence of diabetes are typically of marginalized groups with lower socioeconomic status and therefore limited access to healthcare, healthy food, and who generally live healthier and more active lifestyles.

A group of particular interest to research is youth because of the lifelong implications of diabetes on one’s health. Families in marginalized or impoverished families are more likely to experience social and economic issues and concerns revolving around equity and access. This translates to higher risk for behaviors and lifestyle factors that make them more prone to develop Diabetes as youth.

Problem To Be Studied

The problem to be studied is therefore Diabetes in youth, and the risk factors and contributing social and economic circumstances, as well as the social determinants of health, that make youth more prone to developing Diabetes. By understanding these factors and their impact on the health of these youth, this study can help contribute to the conversation about how to mitigate such risk factors and reduce the lifelong impact of chronic health conditions such as Diabetes.

The Research Question

The research question is: What is the impact of diabetes in youth?

Background

There is no cure for diabetes, but managing the disease is achieved by avoiding a sedentary lifestyle, eating healthy, and losing weight. Those affected can take prescribed medicine, attend care appointments, and learn self-management to reduce the impact of the disease on quality of life. According to Mendola et al. (2018), millions of American citizens have diabetes. Mendola et al. (2018) also claim that majority are unaware they have the disease. Liu et al. (2017) support the finding by Mendola et al. (2018), mentioning that it is the seventh prominent cause of death in America. Liu et al. (2017) mention that diabetes is the principal cause of adult impaired vision, limb amputations, and kidney disease. However, this review is dedicated to literature about diabetes in youth, citing cause, prevention, complications, and risk factors.

Review of the Literature

Diabetes in Youth

Diabetes mainly develops as either type 1 or type 2. Type 1 manifests as an autoimmune reaction that prevents the body from producing insulin. With type 2, the body cannot use insulin well, which leads to a spike in blood sugar levels. Type 2 takes years to develop and is common among adults. However, young adults, teens, and teens are increasingly diagnosed with type 2 diabetes (Dabelea et al., 2014). Bleil, Spieker, and Booth-LaForce (2021) suggest taking frequent blood sugar tests, especially those at risk. The condition is usually silent, and it may be hard to notice any symptoms. Butler (2017) reiterates the fact that the exact cause of diabetes remains indefinite. However, genetics and family history seem to take centre stage. Other factors include excess weight, particularly belly fat, and also inactivity. What is clear from Eskicioglu et al. (2014) is that youth suffering from diabetes type 2 cannot process blood sugar properly. The result, according to Lawrence et al. (2021), is blood sugar accumulating. Instead of fueling tissue and muscle cells.

A person’s body derives sugar from the foodstuff they consume. Therefore, when the child’s body resists insulin or when the body cannot produce enough, sugar spikes causing symptoms of elevated blood sugar. Wells (2018) remarks that research has not uncovered why some youth develop diabetes while others do not, despite having analogous risk factors. However, Temneanu, Trandafir, and Purcarea (2016) cite certain risk factors that increase the risk, including being overweight. Weight is a resilient risk factor for diabetes in youth. Temneanu, Trandafir, and Purcarea (2016) found that the fattier the tissues a child had, the higher they were at risk of contracting diabetes. Inactivity was also among the primary concerns cited by Temneanu, Trandafir, and Purcarea (2016). Inactive youths are at a greater risk of having diabetes. Per the work of Temneanu, Trandafir, and Purcarea (2016), youth who are physically active efficiently manage their weight because they use energy. Used up energy helps a child’s cells respond better to insulin.

Regarding Bleil, Spieker, and Booth-LaForce (2021), a child’s risk of developing diabetes seems to increase when they have a sibling or parent with the disease. In addition, Butler (2017) emphasizes that it is unclear why ethnicity or race seems to play a crucial part in diabetes in youth. Asian Americans, American Indians, Hispanics, and African Americans are more prone to developing diabetes (Lawrence et al., 2021). Age is also a crucial factor when determining the cause of diabetes in youth, as explained by Lawrence et al. (2021). Nadeau et al. (2016) found that most children developed diabetes during the onset of their teens. The study also found that girls were more likely to suffer from diabetes than boys. Siobhan et al. (2008) associated gestational diabetes and low birth weight with a higher likelihood of developing diabetes. Similarly, Ogunwole and Golden (2021) associated diabetes in youth with premature birth. Infants born before 42 weeks were over had a greater risk of developing diabetes.

Mendola et al. (2018) confirm that diabetes affects virtually all the organs in the body. These organs include kidneys, eyes, nerves, and blood vessels. It is undeniable from Eskicioglu et al. (2014) that enduring complications develop as the child grows into adulthood. Eventually, these complications turn to disable and finally life-threatening. Diabetes-fostered complications in youth include stroke, high cholesterol, liver disease, high blood pressure, blindness, blood vessel and heart disease, amputation, and kidney disease. Dabelea (2018) believes that the only viable way to reduce these complications is keeping blood sugar levels close to optimal all the time. Likewise, Nip et al. (2019) consider maintaining healthy lifestyles to prevent the risk of exposing youth to diabetes. As for children already having diabetes, Nadeau et al. (2016) advocate for lifestyle changes, which reduces the complications associated with the disease and dependence on medication.

Eskicioglu et al. (2014) talk about peer mentoring and encouraging youth to eat healthy, balanced meals while discouraging too much sugar-laden junk foods. Wells (2018) adds to this approach by pointing parents and guardians focusing on whole grains, vegetables, and fruits. Consistent with Nip et al. (2019), caregivers should offer youth foods low in calories and fat. Caregivers can prevent boredom if they provide their children with a variety of healthy diets. On top of food choices, Nip et al. (2019) ask caregivers to strive for more exercise and physical activity. Parents should encourage their children to take part in an active lifestyle. They can accomplish this by signing them up for dance lessons or sports co-curriculum activities. Perhaps, the best solution, as offered by Bleil, Spieker, and Booth-LaForce (2021), is to find active things to commit to together.

Summary

Lawrence et al. (2021) suggest that the best way to combat diabetes in youth is to make it an intimate, family affair. Lifestyle choices that prevent diabetes in adults can help prevent it in childhood. A child’s diet meant to combat or evade diabetes would work best for the entire family. From this study, reiterated by Dabelea (2018), it is apparent that diabetes affects a child in the same way it affects an adult. Sugar will build up in the bloodstream, provided there is not enough insulin in the body. If an individual leaves the condition untreated, it causes severe complications. The risk factors observed in adults are still the same ones witnessed in youth, including genetics, family history, and race. Since diabetes affects a child’s organs, the remedy for prevention and treatment is to keep their blood sugar close to normal. Ogunwole and Golden (2021) find that optimal blood sugar levels reduce the risk of diabetes-related complications like stroke, high blood pressure, kidney damage, and eye damage. For Temneanu, Trandafir, and Purcarea (2016), diabetes prevention is better than cure, more so because there is no known cure for the disease. There is no proven way to prevent diabetes type 1, but it remains an active part of the research on the disease. However, with diabetes type 2, all the sources reviewed in this study, including Nadeau et al. (2016) and Siobhan et al. (2008), support making lifestyle changes the preeminent way to prevent or manage the disease.

Methods

I propose an observational study that focuses on observing individuals who meet a threshold for set qualifiers as outlined below. To this end, I believe that a cohort study would serve my purpose best, over a set period of time. The cohort would be selected based on the exposure or risk status of the individuals. In this case, I would choose cohorts made up of family units, so that I could follow the families of the cohort to determine and evaluate them and their ongoing health for the outcome of interests, Diabetes in youth.

Study Design

This particular study design was chosen because the needs assessment made clear that for youth, families play a vital role in shaping the lifestyle, habits, and food choices of youth by necessity. Youth live in the homes of their families and their food choices are those of their parents, largely- the parents purchase the food and often take charge of preparing it. The parents also, through their own socioeconomic status, define the opportunities and access of their children to healthcare, educational opportunities, access to recreational activities for exercise and fitness, and perceptions about fitness, health, and diet.

Location

The location chosen is urban areas of the state of New York.

Participant Parameters

Because of COVID-19, it is appropriate to conduct this study with a selection of sixteen families with youth who meet the following qualifications and are familiar enough with technology to participate in interviews and follow up via digital or online platforms such as Teams or Zoom:

Lower socioeconomic status- below 120% of state poverty level;

The family lives in an urban setting within the state of New York;

Be considered a “family” with a least one parent figure;

All parent figures in the family unit work;

Have at least one youth- a child under age eighteen;

All youth in the household participate in the local education system;

Have at least one youth in the family unit who has been diagnosed with either Type 1 or Type 2 Diabetes in the last six months.

Purpose of Study

The purpose of the proposed study is to not only determine whether youth who meet risk factors for developing Diabetes do so, but more importantly for this study what factors contribute to the development of that chronic illness. It is important that social, economic, and health factors are considered as part of a comprehensive whole to assess the true impact of the development of Diabetes but further, how to anticipate those risk factors and thus mitigate the negative health outcome through behavior and social modifications.

It is important to construct and analyze the life stories of these families in order to understand truly the context in which they live, their choices, and the health behaviors that contribute to their increased risk and potential development of Diabetes. This will allow for consideration of both the impact of Diabetes on the youth themselves, but also on the other potential youth in the family

Design of Study

The study itself will consistent of sixteen families who meet the above qualifications and are able to commit to eight monthly individual and group meetings per year.

Statistics of Study/Measurements

The study will focus on these group meetings as opportunities to gather information through discussion and the use of questionnaires/interviews. The focus of the questions will center on:

The impact of Diabetes on the family as a whole:

Expenses

Lifestyle

Fitness

Health insurance/education

Diet

The impact of Diabetes on the youth:

Body image

Acceptance of illness

Denial of illness

Lifestyle changes

The methods by which youth have sought to modify behavior after diagnosis:

Diet

Education

Exercise

Treatment adherence

Analytic Strategy

The use of specific questions and ratings scales as administered in the questionnaire will allow for quantifiable data to be gathered on which to base statistical analysis to assess treatment compliance success, lifestyle changes, and diet modifications. The discussion notes and interview questions will allow for anecdotal data to be gathered on which to base general observances and will allow for more in depth analysis of the emotional and physical toll of Diabetes diagnosis on youth.

References:

Bleil, M., Spieker, S., & Booth-LaForce, C. (2021, June 3). Targeting parenting quality to reduce early life adversity impacts on lifespan cardiometabolic risk. Frontier Psychology, Retrieved September 14, 2021 from https://doi.org/10.3389/fpsyg.2021.678946

Butler, A.M. (2017). Social Determinants of Health and Racial/Ethnic Disparities in Type 2 Diabetes in Youth. Current Diabetic Reports, 17(60). Retrieved September 14, 2021 from https://doi.org/10.1007/s11892-017-0885-0

Dabelea, D. (2018). Diabetes in youth—looking backwards to inform the future: Kelly West Award Lecture 2017. Diabetes Care, 41(2), 233-240.

Liu, Y., Sayam, S., Shao, X., Wang, K., Zheng, S., Li, Y., & Wang, L. (2017). Peer reviewed: prevalence of and trends in diabetes among veterans, United States, 2005–2014. Preventing chronic disease, 14.

Dabelea, D., Mayer-Davis, E. J., Saydah, S., Imperatore, G., Linder, B., Divers, J., Bell, R., Badaru, A., Talton, J. W., Crume, T., Liese, A. D., Merchant, A. T., Lawrence, J. M., Reynolds, K., Dolan, L., Liu, L. L., Hamman, R. F. (2014). Prevalence of type 1 and type 2 diabetes among children and adolescents from 2001 to 2009. Journal of the American Medical Association, 311(17), 1778–1786. Retrieved September 14, 2021 from https://doi.org/10.1001/jama.2014.3201

Eskicioglu, P., Halas, J., Sénéchal, M., Wood, L., McKay, E., Villeneuve, S., McGavock, J. (2014, June 01). Peer mentoring for type 2 diabetes prevention in first nations children. Pediatrics, 133(6), e1624-e1631. Retrieved September 14, 2021 from DOI: https://doi.org/10.1542/peds.2013-2621

Lawrence, J. M., Divers, J., Isom, S., Saydah, S., Imperatore, G., Pihoker, C., Marcovina, S. M., Mayer-Davis, E. J., Hamman, R. F., Dolan, L., Dabelea, D., Pettitt, D. J., Liese, A. D., (2021). Trends in Prevalence of Type 1 and Type 2 Diabetes in Children and Adolescents in the US, 2001-2017. Journal of American Medical Association, 326(8), 717–727. Retrieved September 14, 2021 from https://doi.org/10.1001/jama.2021.11165

Mendola, N. D., Chen, T. C., Gu, Q., Eberhardt, M. S., & Saydah, S. (2018). Prevalence of total, diagnosed, and undiagnosed diabetes among adults: United States, 2013-2016. US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics.

Nadeau, K., Anderson, B., Berg, E., Chiang, J., Chou, H., Copeland, K., Zeitler, P. (2016). Youth-onset type 2 diabetes consensus report: Current status, challenges, and priorities. Diabetes Care, 39(9), 1635-1642. Retrieved September 14, 2021 from https://doi.org/10.2337/dc16-1066

Nip, A. S., Reboussin, B. A., Dabelea, D., Bellatorre, A., Mayer-Davis, E. J., Kahkoska, A. R., … & Pihoker, C. (2019). Disordered eating behaviors in youth and young adults with type 1 or type 2 diabetes receiving insulin therapy: The SEARCH for Diabetes in Youth Study. Diabetes Care, 42(5), 859-866.

Ogunwole, S., & Golden, S. (2021, January 01). Social determinants of health and structural inequities-root causes of diabetes disparities. American Diabetes Association. Retrieved September 14, 2021 from https://doi.org/10.2337/dci20-0060

Siobhan C. Maty, John W. Lynch, Trivellore E. Raghunathan, George A. Kaplan. (2008). Childhood Socioeconomic Position, Gender, Adult Body Mass Index, and Incidence of Type 2 Diabetes Mellitus Over 34 Years in the Alameda County Study, American Journal of Public Health, 98, 1486-1494. Retrieved September 14, 2021 from https://doi.org/10.2105/AJPH.2007.123653

Temneanu, O. R., Trandafir, L. M., & Purcarea, M. R. (2016). Type 2 diabetes mellitus in children and adolescents: a relatively new clinical problem within pediatric practice. Journal of Medicine and Life, 9(3), 235–239. Retrieved September 14, 2021 from https://pubmed.ncbi.nlm.nih.gov/27974926/

Wells, J.C.K. (2018). The capacity–load model of non-communicable disease risk: understanding the effects of child malnutrition, ethnicity and the social determinants of health. European Journal of Clinical Nutrition, 72, 688–697 (2018). Retrieved September 14, 2021 from https://doi.org/10.1038/s41430-018-0142-x[supanova_question]

Assignment 3: Layers of Protection Analysis (LOPA)1 Assignment 3: Layers of Protection

Assignment 3: Layers of Protection Analysis (LOPA)1

Assignment 3: Layers of Protection Analysis (LOPA)

Your Name

School of Computer and Information Sciences, University of the Cumberlands

ISOL634 Physical Security

Dr. Name of your Instructor

Current Date

Table of Contents

What Could Happen? (Note: This H1 required) 4

Threat 1 from Outside (Note: H2 required with actual threat) 4

Threat 2 from Outside (Note: H2 required with actual threat) 4

Threat 3 from Outside (Note: H2 required with actual threat) 4

Threat n from Outside (optional) 4

Threat 1 from Inside (Note: H2 required with actual threat) 4

Threat 2 from Inside (Note: H2 required with actual threat) 4

Threat 3 from Inside (Note: H2 required with actual threat) 4

Threat n from Inside (optional) 4

Frequency of Potential Threats (Note: This H1 required) 5

Frequency of Threat 1 from Outside (Note: H2 required with actual threat) 5

Frequency of Threat 2 from Outside (Note: H2 required with actual threat) 5

Frequency of Threat 3 from Outside (Note: H2 required with actual threat) 5

Frequency of Threat n from Outside (optional) 5

Frequency of Threat 1 from Inside (Note: H2 required with actual threat) 5

Frequency of Threat 2 from Inside (Note: H2 required with actual threat) 5

Frequency of Threat 3 from Inside (Note: H2 required with actual threat) 5

Frequency of Threat n from Inside (optional) 5

How Effective are the Layers of Protection (Note: This H1 required) 6

Effectiveness of Layer 1 against Threats from Outside (Note: H2 required with actual layer) 6

Effectiveness of Layer 2 against Threats from Outside (Note: H2 required with actual layer) 6

Effectiveness of Layer 3 against Threats from Outside (Note: H2 required with actual layer) 6

Effectiveness of Layer n against Threats from Outside (Note: optional) 6

Effectiveness of Layer 1 against Threats from Inside (Note: H2 required with actual layer) 6

Effectiveness of Layer 2 against Threats from Inside (Note: H2 required with actual layer) 6

Effectiveness of Layer 3 against Threats from Inside (Note: H2 required with actual layer) 6

Effectiveness of Layer n against Threats from Inside (Note: optional) 6

How Tolerable are the Mitigation Layers (Note: This H1 required) 7

Outside Layers of Protection Tolerability (Note: H2 required with actual layer) 7

Inside Layers of Protection Tolerability (Note: H2 required with actual layer) 7

References 8

Your paper starts here with the first paragraph indented. Start by writing a brief description of your approach to completing the assignment. (Note: Each Heading should have at least 2 properly formatted paragraphs and each paragraph should have at least 3 properly formatted sentences. Also, please delete all the notes before submitting).

What Could Happen? (Note: This H1 required)

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Threat 1 from Outside (Note: H2 required with actual threat)

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Threat 2 from Outside (Note: H2 required with actual threat)

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Threat 3 from Outside (Note: H2 required with actual threat)

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Threat n from Outside (optional)

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Threat 1 from Inside (Note: H2 required with actual threat)

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Threat 2 from Inside (Note: H2 required with actual threat)

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Threat 3 from Inside (Note: H2 required with actual threat)

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Threat n from Inside (optional)

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Frequency of Potential Threats (Note: This H1 required)

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Frequency of Threat 2 from Outside (Note: H2 required with actual threat)

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Frequency of Threat 3 from Outside (Note: H2 required with actual threat)

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Frequency of Threat n from Outside (optional)

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Frequency of Threat 1 from Inside (Note: H2 required with actual threat)

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Frequency of Threat 2 from Inside (Note: H2 required with actual threat)

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Frequency of Threat 3 from Inside (Note: H2 required with actual threat)

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Frequency of Threat n from Inside (optional)

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How Effective are the Layers of Protection (Note: This H1 required)

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Effectiveness of Layer 1 against Threats from Outside (Note: H2 required with actual layer)

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Effectiveness of Layer 2 against Threats from Outside (Note: H2 required with actual layer)

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Effectiveness of Layer 3 against Threats from Outside (Note: H2 required with actual layer)

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Effectiveness of Layer n against Threats from Outside (Note: optional)

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Effectiveness of Layer 1 against Threats from Inside (Note: H2 required with actual layer)

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Effectiveness of Layer 2 against Threats from Inside (Note: H2 required with actual layer)

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Effectiveness of Layer 3 against Threats from Inside (Note: H2 required with actual layer)

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Effectiveness of Layer n against Threats from Inside (Note: optional)

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How Tolerable are the Mitigation Layers (Note: This H1 required)

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Outside Layers of Protection Tolerability (Note: H2 required with actual layer)

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Inside Layers of Protection Tolerability (Note: H2 required with actual layer)

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References

There are no sources in the current document.[supanova_question]

Please read this passage adapted from Taylor Branch’s “The Scandal of College

Please read this passage adapted from Taylor Branch’s “The Scandal of College Sports” and answer the question after the passage in bold

Note: NCAA refers to the National Collegiate Athletic Association, the governing body for college sports, and one of the deciding parties in terms of whether college athletes are paid and what rights they are granted as student-athletes.

[C]orporations offer money so they can profit from the glory of college athletes, and the universities grab it. In 2010, despite the faltering economy, a single college athletic league, the football-crazed Southeastern Conference (SEC), became the first to crack the billion-dollar barrier in athletic receipts. The Big Ten pursued closely at $905 million. That money comes from a combination of ticket sales, concession sales, merchandise, licensing fees, and other sources—but the great bulk of it comes from television contracts.

[…] The United States is the only country in the world that hosts big-time sports at institutions of higher learning. This should not, in and of itself, be controversial. College athletics are rooted in the classical ideal of Mens sana in corpore sano—a sound mind in a sound body—and who would argue with that? College sports are deeply inscribed in the culture of our nation. Half a million young men and women play competitive intercollegiate sports each year. Millions of spectators flock into football stadiums each Saturday in the fall, and tens of millions more watch on television. The March Madness basketball tournament each spring has become a major national event, with upwards of 80 million watching it on television and talking about the games around the office water cooler. ESPN has spawned ESPNU, a channel dedicated to college sports, and Fox Sports and other cable outlets are developing channels exclusively to cover sports from specific regions or divisions.

With so many people paying for tickets and watching on television, college sports has become Very Big Business. According to various reports, the football teams at Texas, Florida, Georgia, Michigan, and Penn State—to name just a few big-revenue football schools—each earn between $40 million and $80 million in profits a year, even after paying coaches multimillion-dollar salaries. When you combine so much money with such high, almost tribal, stakes—football boosters are famously rabid in their zeal to have their alma mater win—corruption is likely to follow.

Scandal after scandal has rocked college sports. […] With each revelation, there is much wringing of hands. Critics scold schools for breaking faith with their educational mission, and for failing to enforce the sanctity of “amateurism.” Sportswriters denounce the NCAA for both tyranny and impotence in its quest to “clean up” college sports. Observers on all sides express jumbled emotions about youth and innocence, venting against professional mores or greedy amateurs.[supanova_question]

I. What is the cause you are proposing for the Philanthropist to

I.  What is the cause you are proposing for the Philanthropist to address? (Provide background information on the cause. Cite credible sources of information.)

Define the cause

The Humane Society of the United States and Humane Society International work together to end the cruelest practices toward animals, rescue and care for animals in crisis, and build a stronger animal protection movement.

Animal cruelty encompasses a range of behaviors harmful to animals, from neglect to malicious killing. Most cruelty investigated by humane officers is unintentional neglect that can be resolved through education.

Intentional cruelty can run the gamut from knowingly depriving an animal of food, water, shelter, socialization or veterinary care to maliciously torturing, maiming, mutilating or killing an animal.

B. How important is the cause?

All animal cruelty is a concern because it is wrong to inflict suffering on any living creature. Intentional cruelty is a particular concern because it is a sign of psychological distress and often indicates that an individual either has already been a victim of violence or might be predisposed to committing acts of violence.

Natural habitats of animals and plants are destroyed for land development and agriculture by humans. The extinction of wild species will certainly have a fatal impact on the human race. So, for us as human beings, it becomes a great responsibility to save the wildlife, our planet and, most importantly, ourselves.

C. What/who is affected by the cause? How? (be specific – provide data if possible)

All animals are targeted by the cause. Together with millions of supporters, the Humane Society of the United States takes on puppy mills, factory farms, the fur trade, trophy hunting, animal cosmetics testing and other cruel industries. They rescue and care for thousands of animals every year through our rescue and response team and other hands-on animal care services. They fight all forms of animal cruelty to achieve the vision behind our name: a humane society.

D. Do you need to define special terms/words related to the cause?

puppy mills—the inhumane mass breeding of puppies to supply the retail pet market

II.  Analyze the Problem and its Causes

Analysis of the problem

In what situation (i.e., place, time, culture, history) does this problem occur (this refers to the problem in I.)?

Extreme confinement of farm animals, puppy mills, the fur industry, trophy hunting, animal testing of cosmetics and the dog meat trade.

B. What, specifically, are the problems?

Ending the cruelest practices. They are focused on ending the worst forms of institutionalized animal suffering—including extreme confinement of farm animals, puppy mills, the fur industry, trophy hunting, animal testing of cosmetics and the dog meat trade. Our progress is the result of our work with governments, the private sector and multinational bodies, public awareness and consumer education campaigns, public policy efforts, and more.

Caring for animals in crisis. They respond to large-scale cruelty cases and disasters around the world, providing rescue, hands-on care, logistics and expertise when animals are caught in crises. Our affiliated care centers heal and provide lifelong sanctuary to abused, abandoned, exploited, vulnerable and neglected animals.

Building a stronger animal protection movement. Through partnerships, trainings, support, collaboration and more, They’re building a more humane world by empowering and expanding the capacity of animal welfare advocates and organizations in the United States and across the globe. Together, They’ll bring about faster change for animals

C. What is causing the problem? (there may be MANY causes!)

Why would anyone be cruel to animals? There can be many reasons. Animal cruelty, like any other form of violence, is often committed by a person who feels powerless, unnoticed or under the control of others. The motive may be to shock, threaten, intimidate or offend others or to demonstrate rejection of society’s rules. Some who are cruel to animals copy acts they have seen or that have been done to them. Others see harming an animal as a safe way to get revenge against—or threaten—someone who cares about that animal.

III.  Generate Potential Solutions/Identify Alternatives

Which organizations work to eliminate the problem?

The Humane Society of the United States is the nation’s largest animal protection organization, rated the most effective by its peers. Since 1954, They’ve been fighting for the protection of all animals through advocacy, education and hands-on programs.

The HSUS is a mainstream voice for animals, with active programs in companion animals, wildlife and habitat protection, animals in research and farm animals. They protect all animals through legislation, litigation, investigation, education, science, advocacy and field work. And together with our affiliates, They rescue and care for tens of thousands of animals each year—but our primary mission is to prevent cruelty before it occurs.

The HSUS’s mission is to fight for all animals across America and around the world.

https://www.humanesociety.org/resources/general-faq#about

IV.  Evaluate Selected organization:

What organization are you proposing?

History and background on the chosen organization and how it addresses your problem.

The HSUS is based in Washington, D.C. and was founded in 1954 by journalist Fred Myers and Helen Jones, Larry Andrews, and Marcia Glaser. In 2013, the Chronicle of Philanthropy ranked HSUS as the 136th largest charity in the US in its Philanthropy 400 listing. Its reported revenue was $129 million and net assets of $215 million as of 2014.

Information verifying it as a legitimate cause/organization and not a scam

How can I be certain that the Humane Society of the United States is deserving of my support?

The Humane Society of the United States is approved by the Better Business Bureau Wise Giving Alliance for all 20 of its standards for charity accountability. In the words of the BBB WGA’s president, these standards go “to the heart of how a charity function,” addressing charity governance, finances, effectiveness reporting, appeal accuracy, website disclosures and donor privacy. You can examine our profile at GuideStar, as well as consult our form 990, view our financial statements and read our latest annual report, a clear and concise review of our ongoing work and the best case for the impact of our work here.

How much of my donation actually goes toward helping animals?

The Humane Society of the United States and its affiliates spend 73% of all gifts directly on lifesaving animal protection programs, while the remaining funds help maintain our infrastructure and operations. Like any nonprofit organization, the HSUS carries out marketing, fundraising and public awareness programs designed to reach the public, grow our membership and influence key decision-makers in the public and private sectors. Supporters and others can view the breakdown of our spending ratios and the work made possible by their donations in our annual reports and 990s.

C. Stories and statistics to support your claims

Their work with one of America’s largest luxury department stores led it to drop fur and exotic skins. After working with the HSUS, Nordstrom announced that all its stores will stop selling products made with animal fur and exotic skins by the end of 2021.

They won a cage-free-egg commitment from a major international hotelier. Minor Hotels, with more than 535 properties in 55 countries across Asia, the Middle East, Africa, the Indian Ocean region, Europe and South America, agreed to source 100% of its eggs from cage-free producers by the end of 2027.

They rescued injured and stranded wildlife after Australia’s devastating wildfires. Our Animal Rescue and Response team deployed to Australia after wildfires destroyed two-thirds of Kangaroo Island and helped HSI/Australia save some 200 koalas, wallabies and kangaroos and ensure they all received care and medical treatment.

They helped defend the world’s strongest farm animal protection law. They helped defeat serious court challenges to Proposition 12, the landmark California ballot measure They led in 2018 that outlaws the extreme confinement of egg-laying hens, mother pigs, and calves used for veal, and the sale of products from intensively confined animals, no matter where they’re raised.

They helped spay/neuter programs make up for lost ground during the pandemic. They launched and led #SpayTogether, a coalition of 28 national organizations concerned about the negative impact COVID-19 restrictions were having on the rate of spay/neuter surgeries. The coalition provided grant subsidies to 252 shelters, rescues and spay/neuter clinics, funding more than 75,000 sterilization procedures across the United States.

V. Implementation

A. Explain how the Philanthropist can best support this organization

Any donation to the HSUS will make you a member. However, a one-time gift of at least $25 (or a monthly gift of at least $10) qualifies you for one-year subscription to our award-winning magazine, All Animals. Sign up using their secure form or call 866-720-2676 to join today. He can donate a substantial amount of money and volunteer his time with the organization’s programs.

B. Explain any possible restrictions, caveats, issues, etc.

While legislation is the key to ensuring lasting change for animals, simply passing a law to ban puppy mills—an idea that’s often proposed—is impractical. Anyone who has worked on legislation (even on something as basic as stopping abuse) can tell you that bringing a bill from an idea into a law is a long and difficult process. Even bills that pass into law often do not contain all the protections we would desire.

Sadly, some purebred dog registries and kennel clubs (which often receive registration fees from puppy mills) have lobbied heavily against these changes—and they have even recruited other animal-use industry groups to help them. Scare tactics are used by those who profit the most from a lack of regulation in the pet industry to frighten small breeders into mistakenly thinking that the proposed laws will apply to them. This strategy has led some smaller breeders and local kennel clubs to oppose bills that would only impact the worst and biggest puppy mills.

Reference:

https://www.humanesociety.org[supanova_question]

5 This Is Your Title: It Should Be Descriptive but Succinct Your

5

This Is Your Title: It Should Be Descriptive but Succinct

Your Name

Department of ABC, University of Wisconsin – Whitewater

ABC 101: Course Name

Professor (or Dr.) Firstname Lastname

Date

This Is Your Title: It Should Be Descriptive but Succinct

This is your introduction and thesis paragraph. The introduction should be about five or six sentences and provide some background or context for your topic. Limit the use of “I” and “you” in academic writing, though they are both used in this directions / template document. When appropriate, include recent events relating to the topic. For example, if you are writing about cyber warfare, you might mention Russia using cyber-attacks to influence the 2016 US presidential election. Your thesis should be one sentence and outline the main points of the paper. Readers should know from your thesis exactly what to expect from your paper. If you need help writing a thesis, check out Kibin’s Thesis Generator for argumentative or compare and contrast essays.

Literature Review or Background (This is a Level 1 Heading)

Summarize and quote the important research on this topic that has gone before you. Define subject-specific vocabulary or related theory. Usually, you want to look at books for background. You might want to use your textbook or an encyclopedia to find the names of researchers or theories that are important to the topic, then, search for those names on UWW Library’s homepage search tool, Research@UWW. Search Research@UWW for keywords of your topic (example: cyber warfare or cyber attack) to find related articles and books. Need help? Ask a Librarian.

This is a Level 2 Heading if Needed

Let’s talk about in-text citation. Anytime you summarize what someone else has said, you must always include the author’s last name and year either in the text narration (see next paragraph) or in parentheses at the end. Most in-text citations should look something like this, with the period after the parentheses (Ramirez, 2017). If you include any direct quotes from someone else, include the author’s last name, year, and page number in parentheses at the end. “Here is an example” (Ramirez, 2017, p. 26). If a work has three or more authors, the in-text citation includes only the first author’s last name and then “et al,” like this: (Stein et al., 2019).

If you would rather not have so many parentheses breaking up the flow of your text, you can also work the in-text citation into what you are writing. For example, you can explain in your narration how Pavlov et al. (2019, p. 5) are known for their research into classical conditioning with animals, while Skinner & Ferster (1957) studied reinforcement of behavior in children.

The purpose of in-text citations is so your reader can find the correct source in your References, so if you include any authors or titles in-text, they absolutely must match up with a corresponding citation in your References. No “orphan” in-text citations! Find out more about in-text citation on the UWW Library’s APA in-text citation page.

Business sources are not standard APA citations. See UWW Library’s APA business sources citation page.

Discussion

The discussion should be the largest part of your paper and include your argument, research, and experiences (for example, through Service-Learning). Each main point of your paper should start its own paragraph with a strong first sentence. Again, limit the use of “I” and “you” in academic writing.

Remember to introduce quotations with who said it and/or why it’s important. Make sure quotes fit seamlessly in your paper. Include short quotations (40 words or less) in-text with quotation marks. Use ellipsis (…) when omitting sections from a quote and use four periods (….) (i.e., an ellipsis plus the period) if omitting the end section of a quote.

This is a longer quote, which is 40 or more words. Indent the quote a half-inch from the left margin and double-space it with no quotation marks. To get the right format, just click on “Quote” in the Styles area on the Word frame above. In parentheses, include the author’s last name, year, and page number at the end, but no period (Smith, 2017, p. 45)

If you include website sources, make sure they are trustworthy. Evaluate your sources using the questions on this page. Check out our LibGuides by subject page – we have a guide for your subject area, and many contain trustworthy free websites that you can use. Or search in some of our introductory databases such as Academic Search Complete, CQ Researcher, ERIC for education, Business Premium Collection for business, or other databases in which you can easily search for popular sources such as newspapers and magazines.

Conclusion

The conclusion restates the thesis and summarizes the main arguments or points of the article, so that your reader could just read the conclusion to generally understand the paper. What is important to learn from reading your paper? If you know of areas in this topic that need further study, mention them. After this paragraph, there is a page break that forces References onto its own page: You will want to keep it there.

References

[More References examples for your assistance here]

American Psychological Association. (year). Article title: Capital letter also for subtitle. Name of Journal, volume#(issue#), pg#-pg#.

Author(s) of essay or chapter. (year). Title of essay or chapter. In F. M. Lastname (Ed.), Book title (pages of essay or chapter). Publisher. https://doi.org/10.xx.xxxxxxxxxx

Freud, S. (year). Article title. Name of Journal, volume(issue), pages. https://doi.org/10.xx.xxxxxxxxxx

Pavlov, I., Jung, C., & Freud, S. (year of last update, month day). Webpage title. Source or hosting webpage. https://www.someurl.com/full/address

Ramirez, A. T. (year). Book title. Publisher. https://doi.org/10.xx.xxxxxxxxxx

Skinner, B. F., & Ferster, C. B. (year). Article title: Capital letter also for subtitle. Name of Journal, volume#(issue#), pg#-pg#. https://doi.org/10.xx.xxxxxxxxxx

Stein, D. J., Friedman, M. J., & Blanco, C. (Eds.). (year). Book title (edition, Vol. #). Publisher. https://doi.org/10.xx.xxxxxxxxxx[supanova_question]

youth care 6-8 pages

“Child and youth care is an evolving practice based discipline” (Stuart, 2013). The seven domains of practice are the focus of this course. These seven domains help guide us through our practice. The purpose of this assignment is to thoroughly examine all seven of the domains of practice. The student is required to make a personal connection to each and connect how you will plan to accomplish mastery of the seven domains. Tasks: Discuss each of the requirements in this paper. Be sure to connect the requirement to you as a domains of practice in CYC. Do not just describe the domain. It is your job to describe the domain, and then establish what that domain means to you as a CYC. How will this assist you, what will be rewarding and challenging about completing these requirements in your career? Discuss how you plan to accomplish the mastery of each domain. Set a goal for each. Please include proper references to our text, the one and only source needed. ?Introduce your paper properly ?Sub title and section your paper for each of the domains of practice. ?Conclude your paper. Criteria for Evaluation: Your ability to describe the domains and relate them to you as a person Consideration is given to: evidence of self-reflection and insight Reference of our text. Ability to connect your reflections with the theory presented in the text, references to theory Professional presentation including APA formatting, proper in-text citations, reference page and attention to grammar and spelling.[supanova_question]

QUESTION 1 In your own words, summarize the development of federalism in

QUESTION 1

In your own words, summarize the development of federalism in the United States from 1789 to present.

Your response must be at least 200 words in length.

QUESTION 2

What is the only national or federal city in the United States? What makes this possible, and what are some unique characteristics of this city per the U.S. Constitution and federal law?

Your response must be at least 200 words in length.

QUESTION 3

Describe the legislative, executive, and judicial branches of the federal and state governments. Then, describe how federalism impacts all levels of government to include local, state, and the federal governments.

Your response must be at least 200 words in length.

QUESTION 4

Analyze the impact of state and local politics on the daily lives of citizens.

Your response must be at least 200 words in length.[supanova_question]

Final questions

This is an all essay questions, therefore, your answers will be assessed on the detail provided. This is due no later than midnight 12/8/21
1. You have inherited $500,000 and have always dreamed of having your own business. After all of your research this semester, decide which of the following factors in acquiring your own business you would base your business on. Explain in detail (pros/cons) your decisions.
a. What type of business would you purchase; start-up, buyout, franchise, or family-owned? Why this particular type?
2. In your opinion, what are the three most important factors to having a successful small business? Why? Explain your answers in detail.
3. Discuss what you believe are the most common reasons a small business is unsuccessful (fails).

4. Regarding the Business Plan:
a. What was the most difficult topic to research? Explain.b. What aspect of your research/business plan surprised you?
5. Would you consider owning your own business now or in the future? Explain in detail (pros/cons) your decision

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Final Questions:

This is an all essay questions, therefore, your answers will be assessed on the detail provided. This is due no later than midnight 12/8/21
1. You have inherited $500,000 and have always dreamed of having your own business. After all of your research this semester, decide which of the following factors in acquiring your own business you would base your business on. Explain in detail (pros/cons) your decisions.
a. What type of business would you purchase; start-up, buyout, franchise, or family-owned? Why this particular type?
2. In your opinion, what are the three most important factors to having a successful small business? Why? Explain your answers in detail.
3. Discuss what you believe are the most common reasons a small business is unsuccessful (fails).

4. Regarding the Business Plan:
a. What was the most difficult topic to research? Explain.b. What aspect of your research/business plan surprised you?
5. Would you consider owning your own business now or in the future? Explain in detail (pros/cons) your decision

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current event

You will find (and upload), a newspaper article, blog, or other media from the last 6 months about a current event happening that is relevant to topics discussed during our class. Write a brief summary of the article (no more than 120 words). Second, you are to write a critique of how this article relates to material in class (75-150 words). Be sure to include your reasoning for selecting the article. Your critique should include specific topics, terms, and concepts discussed in class. Discuss why you think this article is accurate or inaccurate and whether it is research-based. Be prepared to discuss your article and critique with the class. See the files belo for some of the powerpoints we have had in class this year and then you choose the current even this is my Human Development through the lifespan class
[supanova_question]

write about the topic of Haudenosaunee Thanksgiving address.

Someone who knows how to Compute the semi-annual coupons for this bond and calculate the new price for future Paper should be driven by an argument so try to turn the topic into a question. write an essay that makes an historical argument cited with evidence. (topic is haudenosauee thanksgiving)
Requirements : 4-5 pages double spaced, include 3 additional primary sources and at least 2 secondary sources.
all sources must be cited with APA bibliography included

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Psychology Question

Research and Critique a Qualitative Study
TOPIC IS The Impact of Media Violence on Children and Teenagers
Locate a peer-reviewed qualitative research study that is peer-reviewed on the topic you chose in Week One for your Final Research Proposal. You may choose to use a qualitative study that was included in the literature review you used in the Week One assignment by searching the reference list for qualitative research studies on the topic. It is also acceptable to utilize a qualitative research study on your topic that was not included in your literature review.
Research designs to choose from:
Grounded Theory Approaches
Interpretative Phenomenological Analysis
Discourse Analysis Approaches
Narrative Analysis Approaches
Instructions:
Once you have located an appropriate qualitative study, identify the specific qualitative research design used.
Summarize the main points of the study including information on the research question, sampling strategy, research design, data analysis method(s), findings, and conclusion(s).
Evaluate the published qualitative research study focusing on and identifying the researcher’s paradigm or worldview and any evidence of reflexivity described in the report.
Explain whether or not potential biases were adequately addressed by the researchers.
Describe how the researchers applied ethical principles in the research study.
It needs to include an introduction and conclusion. There must be a thesis statement.
[supanova_question]

Pg. 04 Introduction to the case study College of Computing and Informatics

Pg. 04

Introduction to the case study

College of Computing and Informatics

Case Study

Deadline: Thursday 09/12/2021 @ 23:59

[Total Mark for this Assignment is 10]

Case Study

Deadline: Thursday 09/12/2021 @ 23:59

[Total Mark for this Assignment is 10]

Professional Issues

IT 407

Professional Issues

IT 407

Instructions:

You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.

It is your responsibility to check and make sure that you have uploaded both the correct files.

Zero mark will be given if you try to bypass the SafeAssign (e.g. misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).

Email submission will not be accepted.

You are advised to make your work clear and well-presented. This includes filling your information on the cover page.

You must use this template, failing which will result in zero mark.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO mark.

The work should be your own, copying from students or other resources will result in ZERO mark.

Use Times New Roman font for all your answers.

Instructions:

You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.

It is your responsibility to check and make sure that you have uploaded both the correct files.

Zero mark will be given if you try to bypass the SafeAssign (e.g. misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).

Email submission will not be accepted.

You are advised to make your work clear and well-presented. This includes filling your information on the cover page.

You must use this template, failing which will result in zero mark.

You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.

Late submission will result in ZERO mark.

The work should be your own, copying from students or other resources will result in ZERO mark.

Use Times New Roman font for all your answers.

Student Details:

Name: ###

CRN: ###

ID: ###

Student Details:

Name: ###

CRN: ###

ID: ###

r

Introduction

The provided case study aims to examine the students understanding via analysing and evaluating the developed scenario to apply concepts and ethical theories studied in IT407 (professional issues). Student is required to answer all of the questions based on the given scenario with respect to what they have learned in IT407.

During the pandemic, the Saudi Data and Artificial Intelligence Authority (SDAIA) developed Tawakkalna application, in order to support government efforts aimed at countering Covid-19. Tawakkalna App was developed to facilitate the issuance of movement permits electronically during the curfew period for government and private sector employees, as well as individuals, in cooperation with the Ministry of Health and all relevant authorities during the curfew, thus helping to reduce the spread of the pandemic in the Kingdom. (https://ta.sdaia.gov.sa/en/index )

Please note that:

Answer all the questions based on your point of view.

You can use multiple sources to cite your answer.

Your answer should be comprehensive. Yes/No answers are not enough. Try to elaborate your answer from what you have studied in the course.

7 Marks

7 Marks

Learning Outcome(s):

LO1: Recognize the responsibilities and duties of a computer professional.

LO2: Recognize the importance of Intellectual Property, Patents and Referencing Systems.

LO6: Illustrate social and ethical issues in computing as a computer professional.

Learning Outcome(s):

LO1: Recognize the responsibilities and duties of a computer professional.

LO2: Recognize the importance of Intellectual Property, Patents and Referencing Systems.

LO6: Illustrate social and ethical issues in computing as a computer professional.

Part One

List the user information that will be stored by Tawakkalna application?

Can we say that Tawakkalna application violating the privacy, and why?

Is it correct that Tawakkalna application tracking and auditing the users activities?

Can we consider Tawakkalna application as a form of censorship, why?

Can SDAIA (the developer) provide the user data to other party?

Is it acceptable to use other person account in order to gain access to certain places, please note that happened with account owner permission.

Can SDAIA (the developer) change the Privacy Policy without having the permission for the user side, what if the user did not accept the new policy?

3 Marks

3 Marks

Learning Outcome(s):

LO1: Recognize the responsibilities and duties of a computer professional.

LO2: Recognize the importance of Intellectual Property, Patents and Referencing Systems.

LO6: Illustrate social and ethical issues in computing as a computer professional.

Learning Outcome(s):

LO1: Recognize the responsibilities and duties of a computer professional.

LO2: Recognize the importance of Intellectual Property, Patents and Referencing Systems.

LO6: Illustrate social and ethical issues in computing as a computer professional.

Part Two

There are a number of other applications that were developed during the pandamic; for instance, Eatmarna. These applications depend on Tawakkalna, that means the user data will be shared with other application, in that case which party is responsible about protecting the user data (Tawakkalna, or the other application), why?

If there is a country that would like to develop a similar application, in terms of functionality. What they suppose to do in order to develop their application, and avoid violating the copyrights?[supanova_question]

Class Project – PART 3 This is the last part of the

Class Project – PART 3

This is the last part of the project. As you may have been there are many security features that can be enabled to harden Windows server.

At this point you can combine the three parts of the project in one document. You can use Microsoft Word or if you are using Google doc make sure to save your file as PDF.

For the server information below you can use the CMD ipconfig/all to pull your server MAC address and IP address info. This should work if you have AWS server or Virtualbox or VMWare.

In the last section of your project, write 500 words as lessons learned from this project.

Windows Server Information

MAC Address

IP Address

Hostname

Domain name

Administrator Name(s)

Step

?

To Do

1

Make sure your server is a Domain Controller. Reference part 1 of the project.

2

Service Packs and Hotfixes

Install the latest service packs and hotfixes from Microsoft.

 3

Auditing and Account Policies

Configure Audit policy for your Default Domain Controllers Policy to Audit all Active Directory service access, Audit logon events, Audit policy change, audit privilege use, and audit system events. You can find access Active Directory and Group Policy Configuration here

Configure the following security features in your server Default Domain Policy:

6

From Server Manager go to >> Group Policy Management >> Click on your domain >> right click Default Domain Policy > click edit.

Click Computer Configuration >> click Policies >> Windows Setting >> Account Policies

Click Password Policy – configure the following settings:

Enforce Password History = 15 passwords

Maximum Password Age = 28 days

Minimum Password Age = 0 days

Minimum Password Length = 12 characters

Password Must Meet Complexity Requirement = Enables

STOP Take screenshot of your work:

7

Under Account Lockout Policy enable the following

Enable Account Lockout Durations >> Account is Lockout for 40 minutes.

Enable Account Lockout Threshold >> Account lockout after 3 invalid logon attempts.

Reset Account Lockout Counter After 15 minutes.

STOP Take screenshot of your work:

8

Expand Local Policies >> enable the following features under the Audit Policy:

STOP Take screenshot of your work:

Expand Local Policies >> enable the following features under the User Rights Assignment: Add Workstations to Domain >> define this policy Add the Administrators group and the Account Operators group.

Expand Local Policies >> enable the following features under the User Rights Assignment: Allow Logon Through Remote Desktop Add the Authenticated users Group.

STOP Take screenshot of your work:

Make sure the server firewall is enabled:

STOP Take screenshot of your work:

Conclusion and lessons learned[supanova_question]

Kingdom of Saudi Arabia Ministry of Education Saudi Electronic University ??????? ???????

Kingdom of Saudi Arabia

Ministry of Education

Saudi Electronic University

??????? ??????? ????????

????? ???????

??????? ???????? ???????????

College of Administrative and Financial Sciences

Assignment-3

MGT322 – Logistics Management

Deadline: 04/12/2021 @ 23:59

Course Name: Logistics Management

Student’s Name:

Course Code: MGT322

Student’s ID Number:

Semester: 1

CRN:

Academic Year: 1443/1444 H

For Instructor’s Use only

Instructor’s Name:

Students’ Grade: Marks Obtained/Out of

Level of Marks: High/Middle/Low

Instructions – PLEASE READ THEM CAREFULLY

The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.

Assignments submitted through email will not be accepted.

Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.

Students must mention question number clearly in their answer.

Late submission will NOT be accepted.

Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).

Submissions without this cover page will NOT be accepted.

Logistics Management

ASSIGNMENT -3

Submission Date by students: Before the end of Week- 13th

Place of Submission: Students Grade Centre

Weight: 05 Marks

Learning Outcome:

Illustrate the concepts of logistic system operations used in logistic systems, time based management and lean thinking.

Interpret the use advanced theory and methods to identify inefficiencies in supply chains

Assignment Workload:

This assignment is an individual assignment.

Critical Thinking

The purpose of this assignment is to identify and apply Logistics and Supply Chain Management concepts/tools to suggest logistics performance priorities.

Use Saudi digital Library (SDL) search engine.

Search Title: THE BENEFITS OF LEAN MANUFACTURING what lean thinking offers the process Industries

Authors Name: Melton,T

Source: In 7th World Congress of Chemical Engineering, Chemical Engineering Research and Design June 2005 83(6):662-673

Read out the research paper carefully and based on your understanding you should answer the following questions.

Questions:

Why Manufacturing Companies focuses on Lean Thinking? (1.5 Marks)

What do understand by the term overproduction? Why it consider as the biggest waste of all? (1.5 Marks)

Assess the reasons for using lean thinking. What are the benefits from Suppliers to end users? (1.5 Marks)

References (0.5 Marks)

The Answer must follow the outline points below:

Each answer should be 400 to 500 range of word counts.

Lean Thinking Concept

Their Main functions

Reasons with suitable Examples

Reference

Note: You can Support your answer by reading chapter 7 of your book.

You can use secondary source available on internet.[supanova_question]

leading school improvement 5.3 Case Study: Planning for Improvement (#55) After reading

leading school improvement

5.3 Case Study: Planning for Improvement (#55)

After reading the case study ‘Planning for Improvement’ on pp. 395-396, answer the questions under Analyze the Case and Discuss the Larger Issues. Responses should thoroughly answer the question prompts. Use this template to complete the assignment.

Analyze the Case

1.

2.

3.

Discuss the Larger Issues

1.

2.

3.

(Rubric on following page)

Criteria

Exemplary

Acceptable

Unacceptable

Analyze the Case 

7 to 8 points

Responses to all questions are thoroughly developed

4 to 6 points

Responses to questions are adequately developed

0 to 3 points

Responses to questions are not adequately developed and/or not all questions are answered

Discuss the Larger Issues 

9 to 10 points

Responses to all questions are thoroughly developed

6 to 8 points

Responses to questions are adequately developed

0 to 5 points

Responses to questions are not adequately developed and/or not all questions are answered

Mechanics 

2 to 2 points

Free from spelling, grammatical, and APA errors.

1 to 1 points

No more than 3 spelling, grammatical, and APA errors

0 to 0 points

More than 3 spelling, grammatical, and APA errors[supanova_question]

finance intermediate finance

Project requires $80 million investment, regardless of the time of investment. If you invest today, the present value of future cash flows is worth $100 million. You can wait for one year to observe the demand of the market; however, you forgo the cash flow in the first year. Assume if the demand is high, there will be a cash flow of $12 million in year 1 and the value of the project at the end of first year (not including cash flow paid in first year) will be worth $120 million; if the demand is low, there will be a cash flow of 6.9 million in year 1 and the value of the project at the end of first year (not including cash flow paid in first year) will be $69 million. You need to use risk-neutral valuation method to decide either invest today and start to collect the cash flow or delay it for one year. Annual risk free rate is 3%. Keep four decimals if applicable. Only enter the final answers in the blanks.
(a). The option to wait and see is a call option or a put option?
(b). In the risk-neutral valuation approach, what’s the return when there is high demand? (keep four decimals; in %) %. what’s the return when there is low demand? (keep four decimals; in %) % what’s probability of high demand? (keep four decimals)
(c). In case of high demand, what’s the payoff of the option in year 1 (in millions)? $ million
In case of low demand, what’s the payoff of the option in year 1(in millions)? $ million
(d). What’s the net value of the project if you invest today (in millions)? $ million
What’s the value of the option to wait for one year to decide (in millions)? (keep four decimals) $ million
(e). Will you invest today or wait for one year?

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1 Social Change Wilkins, Briona HUMN 6336 7/25/2021 Dear Government Agency, Today’s

1

Social Change

Wilkins, Briona

HUMN 6336

7/25/2021

Dear Government Agency,

Today’s letter is to advocate for social change. Social change is the alteration of the social structure by transforming the institutions, functions, and cultures. Social change takes time as several forces resist alteration of the current status quo. Despite the resistance that might exist, social change is often inevitable, although the reason why it happens might not be apparent. Three theories underlie social change: functionalist, conflict, and evolutionary approaches (2021). The functionalist theory teaches society must work harmoniously like the human body parts, and thus society always moves towards stabilization. According to the conflict theory by Karl Mark, society is competitive and unequal by nature.

In most cases, the rich and have power control how the society operates, and they do this by exploiting vulnerable groups. In this case, social change occurs when the powerless resort to conflict by provoking people to take action. The evolutionary theory argues that society needs to evolve and quickly adapt to new higher levels. Three main factors trigger social change: demographic change, conflict, and cultural changes (2021). When there is a change in the demographic constitution of the society, it becomes inevitable to experience social change because population change affects the availability and dispersal of resources. Inequalities in race, religion, gender and class can trigger conflicts to fight for change, resulting in restructuring or overthrowing the government. The spread of ideas, innovations, and discoveries largely contribute to social change through cultural change. For example, the internet has transformed how people communicate and the structural organization of several industries. Social change often results from social movements, such as the green movement, which is championing environment conservation by spreading awareness about climate change and other environmentally safe initiatives, such as supporting endangered species.

References

What is Social Change?. (2021). Retrieved 25 July 2021, from https://www.humanrightscareers.com/issues/what-is-social-change/[supanova_question]

In my first semester of college biology, I was in a lab

For this assignment i would like you to tell me about 2 multisensory life experiences that you have had In my first semester of college biology, I was in a lab group of three. When one of them would have a question, they would ask the other partner or the professor, but they never asked me. I noticed that even though I consistently produced correct work and thought of ways to move efficiently through our lab procedures, I had to fight for the opportunity to provide that input. It made me reluctant to share my ideas at times because it felt as if my contributions were less important than the other two people in the group. It reminded me that I had entered a bubble of elitism and privilege. I was underrepresented as a Black student, part of a lower socioeconomic status than most students and was also one of a handful of students who had come from a public school; realizing this made me feel like an outsider.

I never want anyone to feel like they are judged simply by their appearance, background or even a mistake. There are many layers to us and it is our differences that enrich our society. When I interact with my peers and patients I will give them the space to showcase what they bring to the table/interact with what they share with me and who they are from within. I will also stand up for or stand with those who I witness encounter such treatment. Thinking about how I was treated, although I still fought back by proving them wrong with my actions, there are some who will not feel comfortable to do that and it only functions as a disservice to myself and the rest of my team or community to let discrimination to dismiss an opportunity to learn and benefit from the contributions of others. Furthermore, I will constantly uplift and support each and every person I interact with because you never know despite one’s image or background, you also never know what some can be going through. Fostering a welcoming environment facilitates more opportunities to learn from each other and in general, leading with love and positivity only makes the world better/benefits everyone in the process.[supanova_question]

HUMN 100 Final Project For your final project, you will choose a

HUMN 100 Final Project

For your final project, you will choose a subject, find three expressions of that subject in three different Humanities disciplines, describe the three different presentations, and offer an analysis of each of your choices.

Due Dates

Part 1: Selection of Topic due at the end of Week 3

Part 2: Development of your topic due at the end of Week 6

Part 3: Paper due at the end of Week 8

Purpose

The purpose of this assignment is to apply the concepts and skills you have learned during the semester for how to analyze works within the Humanities. 

Skills

This assignment will help you practice the following skills that will be useful to you in your professional and personal life beyond school.

Research, select, and describe appropriate examples

Organize materials around a specific theme

Use concepts and skills learned in class to develop analytical skills

Use appropriate and proper grammar, organization, and academic-style formatting in order to communicate

Knowledge

This assignment will help you become familiar with the following important content knowledge in the Humanities.

Available online resources which contain examples of works in the Humanities

Methods of analysis and interpretation within the Humanities

Part 1: Selection of Topic. 

This part of the final project is your choice of topic. 

Choose one of the following subjects or propose one of your own.

One particular emotion or state of mind such as anger, jealousy, fear, gratitude, confusion, etc.

One specific fairy tale, myth, fable, or classic story from any culture

One religious or spiritual lesson or belief such as humility, hope, enlightenment, renunciation, reincarnation, the Trinity, the eight-fold path, ahimsa (non-violence), etc.

One political or social theme such as social justice or injustice, social inequality, social progress, political conflict, etc.

One form of cultural/societal identity such as race, sexual-orientation, gender identity, ethnicity, or class, or you could combine two of these such as “black women,” or “Chinese-American fathers,” or “LGBTQ Native-Americans.”

A specific fictional character such as a character from a novel, play or film or a specific public personality such as a news anchor, a religious leader etc. 

One natural force or element of the natural world, like a kind of weather (snow, rain, sun), an animal (cat, dog, horse), a kind of landscape (mountain, oceanic, desert), vegetation (trees, flowers, grass, rivers etc.).

Explain two reasons for your choice in a short paragraph of 4-5 sentences. Be sure to include the significance of your choice to your own thinking about the world and/or its cultural significance.

Due Date for Part 1: This submission is due during Week 3, with the final day of submission being the Tuesday of the third week (11:30pm ET). Please see the Course Schedule for the exact final due date for this submission. The submission should be carefully edited and proofed for standard use of English.

Part 2: Development of your Topic.    

This part of the final project is a summary of your ongoing work on the final paper; it should include three paragraphs, one covering each selected work. You should also make sure to re-state what your subject is.

Identify how the subject you chose in Part 1 appears in three different works, each from a different Humanities discipline (visual art, music, dance, poetry, prose, theater, film, religion). For instance, you could choose a poem, a painting and a scene from a film, all of which express and represent the theme of anger. Or, to be even more specific, if you choose the emotion of “love,” the final paper could analyze and discuss love as it is expressed in Shakespeare’s Sonnet 147 (literature), Boticelli’s Birth of Venus (visual art), and in the ballet Swan Lake (dance).

Write one short paragraph (3-5 sentences) about each of your selections in which you:

Choose reliable and appropriate examples (a good-quality image, recording, video, etc.).  

Identify and cite the source, including the artist, creator etc as well as where you found the example.

Explain why you find the example relevant for this assignment and mention one tool from the class materials and discussions you might be able to use to talk about it.

Due Date for Part 2: This submission is due during Week 6, with the final day of submission being the Tuesday  of the sixth week (11:30pm ET). Please see the Course Schedule for the exact final due date for this submission. The submission should be carefully edited and proofed for standard use of English.

Part 3: Paper. 

This part of the final project is the paper that presents your description and analysis of your selected works.

This part of the final project is the paper that presents your description and analysis of your selected works.

In a 750-1200 word essay:

Explain the subject you chose and why it’s worth exploring in the Humanities

Describe each of your selected examples, including 1) information about its creator; 2) its historical or cultural context (how it fits into a historical period’s or a specific culture’s attitudes, events etc. Think about what else was going on in the culture and history when the piece was created); and 3) link to the example or an embedded image with a citation in the paper where you write about each example. 

Use at least one specific interpretative tool from the course to explain each of your selected examples. You should use a different tool for each example, so you should use at least three different tools in your paper.

Assess the effectiveness or impact of each representation. In other words, how well did the representation present the subject? How effective was it? What impact did this representation have? What specific elements of the representation lead you to your conclusions?

Provide a correctly formatted paper, complete and proper citations for any references you consult, using MLA format

Documentation Style: The paper is to be formatted and documented in the MLA format. For general assistance, see the links below to the UMUC Library. 

MLA Citation: http://sites.umgc.edu/library/libhow/mla_tutorial.cfm

MLA Citation Examples: http://sites.umgc.edu/library/libhow/mla_examples.cfm

STOP: Before you hand in your assignment, make sure to ask yourself the following questions: 

Have I included a paragraph that provides one to two logical, concrete, well-stated reasons that this subject is worth exploring within the Humanities?

Have I included least two to three sentences for each example that clearly and concretely provide information about its creator, cultural/historical context, and where I found it-an image or link?

Have I included at least one to three sentences that explains and applies a specific interpretative tool that is from the course’s learning resources or discussions to each example?

Have I included at least one to three sentences that contains an assessment of the effectiveness of each example in representing the chosen subject?

Have I provided a list of resources and do all of my citations conform to MLA 8th edition or APA guidelines?

Have I proofread this assignment for grammatical, structural, and spelling errors? 

Due Date for Part 3: This submission is due during Week 8, with the final day of submission being the Tuesday of the eighth week (11:30pm ET). Please see the Course Schedule for the exact final due date for this submission. The submission should be carefully edited and proofed for standard use of English.[supanova_question]

The assignment is to fill out the attached template based upon the

The assignment is to fill out the attached template based upon the following the story David and Goliath and analyze the heroic qualities and transformation journey of that story. Then compare and contrast the hero of David and goliath story to a person you consider a hero in your own life.

Exploring Cultures. 

Chapter 6: The Stories We Tell. 

In this chapter, you learn about how stories are used to resolve conflicts, pass down history, and how to connect and interpret the meaning of stories. Before you read the chapter, read or listen to the following artifacts. Chapter 6 will refer to these artifacts. 

BibleGateway. (n.d.). David and Goliath. https://classic.biblegateway.com/passage/?search=1Samuel+17&version=NKJV

Summarize the hero transformation found in the artifact.

?Describe someone you would consider a hero in your own life and explain why that person is a hero to you.

Compare and contrast the hero story to your description of a hero in your own life. Explain how the similarities and differences suggest to you about the cultural values and beliefs of what that culture and your culture regards as hero qualities. ???

Overview

Hero stories exist in cultures around the world and when we read and pay attention to these stories, we can gain a view into a culture’s values and beliefs. The hero’s journey has common themes and story arcs as the hero evolves from an everyday person to the hero. Through conflict and triumph over these conflicts, these experiences transform the individual into the hero. 

In this assessment, you will select an artifact around the hero story from Chapter 6 of Exploring Cultures. Analyze the artifact and use the elements and themes found in the story to explain the cultural values, traditions, and beliefs of that culture. Additionally, add your insights on how this culture is similar and different from your own culture and how understanding a culture’s hero story helps to widen your perspectives, which are critical to developing effective problem-solving skills.[supanova_question]

Appendix D Annotated Bibliography, Resource, and Paper HUMAN SEXUALITY About the paper:

Appendix D

Annotated Bibliography, Resource, and Paper

HUMAN SEXUALITY

About the paper:

Document Format: Word Document

Required Length: 10 annotated bibliography entries plus introduction and 2-3 paragraphs of reflection

Format: APA 7

About the assignment:

The purpose of this assignment is for you to research a topic related to Human Sexuality that you find particularly challenging. You may choose a specific subject matter, a specific population, or a public policy or public health issue related to human sexuality.

For instance, some students might find people who are involved in non-monogamous relationships confusing or uncomfortable to think about, and may choose to research this population. Other students might find fetishism difficult to understand and will choose to do more research in that area. Some may want to know more about the way sexuality and another social location/identity intersect. Some may have strong feelings about abortion in one way or another.

Once you have agreed with your professor on your research topic, you will then complete a brief literature search. As you do your search, you must find and read at least 3 peer-reviewed journal articles on your topic; at least one article must be recent, 2010 or later. You must locate a minimum of 10 high-quality sources. Other than journal articles, sources can include books or book chapters; “white papers,” practice guidelines, or policy statements from professional (e.g. mental health, medical, public health, education, advocacy, etc.) or government organizations; and non-peer-reviewed magazines or periodicals aimed at professional audiences (e.g. Family Therapy Magazine; Psychotherapy Networker). In limited cases, long-form written or audio journalism aimed at a public audience may be acceptable; please consult with your professor before submitting an assignment that uses one or more of these in your annotated bibliography. Do not use websites, blogs, newspapers, pamphlets, etc.

Your paper should include:

An introduction with a description/definition of the topic you researched.

An annotated bibliography that includes a minimum of 10 sources related to your topic.

A short (2-3 paragraph) description of why you expected your topic to be challenging for you, discoveries you made that may have reduced your reactivity to the topic, and plans for future action in exploring and addressing the self-of-therapist or self-of-educator issues this topic brings up for you.[supanova_question]

ASSIGNMENT 4 – ESSAY: GRADING RUBRIC ASSESSMENT EVALUATION CRITERIA POINTS RESPONSE TO

ASSIGNMENT 4 – ESSAY:

GRADING RUBRIC

ASSESSMENT

EVALUATION CRITERIA

POINTS

RESPONSE TO THE MAIN QUESTION(S):

The student posted a response that was comprehensive and substantive, and addressed the issues raised in the assignment.

The student has a lot of leeway with respect to the topics to address. Overall, the student addressed the main subject matter of the essay in a thoughtful and substantive manner.

The student followed the directions in the assignment completely.

There is an Introduction paragraph and a Conclusion paragraph.

13

WRITING & CITATION:

The student proofed the assignment prior to submission, including ensuring spelling is correct and grammar is proper.

The student includes a Title Page in proper APA 7 format.

The entry is at least 3 full pages long (not including the Title page and a separate Reference page at the end), 12 point font, Times New Roman, double-spaced.

The Reference page is a separate page at the end of the document. It is in proper APA 7 format.

The student cited throughout the entry in proper APA format.

The student avoided copying material directly from sources. The student included not more than 1 quote, and that quote did not include more than 2 sentences.

7

TOTAL POTENTIAL POINTS

FOR

EACH ASSIGNMENT

20

Plagiarism:

If there is plagiarism in the entry, the instructor has the right to give a reduction of any amount, including giving a grade of 0 for the assignment. The grading decision in a case involving plagiarism is in the sole discretion of the instructor. In addition, as with all work, if there is plagiarism, the student may be reported to the college for an Academic Integrity Violation.[supanova_question]

Some Human Trafficking Articles for Nurses Callister, L. C. (2019, January/February). The

Some Human Trafficking Articles for Nurses

Callister, L. C. (2019, January/February). The tragedy of trafficking of women and children. MCN.

Dzubak, J. (2018). Identifying human trafficking in emergency departments: What we know and what we don’t. Ohio Nurses Review, 93(2). 16-23. doi: 10.1016/j.jen.2018.03.021

Edmonson, C., McCarthy, C., Trent-Adams, S., McCain, C., & Marshall, J. (2017, January 31). Emerging global health issues: A nurse’s role. Online Journal of Issues in Nursing, 22(1). Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-22-2017/No1-Jan-2017/Emerging-Global-Health-Issues.html

Greenbaum, V. J., Titchen, K., Walker-Decartes, I., Feifer, A., Rood, C. J., & Fong, H-F. (2018). Multi-level prevention of human trafficking: The role of health care professionals. Preventative Care, 114, 164-167. doi.org/10.1016/j.ypmed.2018.07.006

Mason, S. (2018, Winter). A primer for LNCs. The Journal of Legal Nurse Consulting, 29(4), 28-33. Retrieved from http://www.aalnc.org/page/the-journal-of-legal-nurse-consulting

Ortelli, T. A., & Burlingame. K. L. (2018). Breaking the cycle of human trafficking: Resources to help nurses identify, assess, and care for victims. AJN, 118(12), 62-64. Retrieved from ajonline.com

Ramauth, T., Benetiz, M., Logan, B., Abraham, S. P., & Gillum, D. (2018). Nurses’ awareness regarding human trafficking. International Journal of Nursing, 32(2), 76–87. doi:10.20849/ijsn.v3i2.389

Scannell, M., MacDonald, A. E., Berger, A., & Boyer, N. (2018). Human trafficking: How nurses can make a difference. Journal of Forensic Nursing. doi:0.1097/JFN.0000000000000203

Williams, B. Human trafficking: What is it, how do we miss it and what is Ohio doing about it. Ohio Nurse’s Review, 93(2), 7-9 Retrieved from www.ohnurses.org

Wood, S. (2018) Personal narrative: Trafficked. AMA Journal of Ethics, 20(12), 1212-1216. Retrieved from www. amajournalofethics.org[supanova_question]

2 Human Trafficking Report System Human Trafficking Report System The United Nations

2

Human Trafficking Report System

Human Trafficking Report System

The United Nations defines human trafficking as the act of recruiting and harboring persons to exploit them by use of force, coercion, fraud, or kidnapping. This also includes the provision of perks or finances by a person or organization to obtain the consent of a guardian who has control over a potential victim, in the case of children. The forms of exploitation vary from sexual exploitation, modern slavery, organ donation, and organized crime. The detection of human trafficking is complex due to ambiguous factors that may surround each circumstance, especially in the form of employment agencies that defraud most victims (UN, 2020).

The human trafficking report System was designed to gather data on alleged in-person trafficking incidences from various organizations and law enforcement agencies. The three categories of information contained are trafficking, the victim of the act, and the suspect perpetrating the act. The data is further divided into two: incident and victim data. Incident data centers on the parties involved, primarily on the victim, agencies, and confirmation of incidences of trafficking. Victim data entails all personal and in-depth information about involved persons, while suspect data includes suspects’ arrest, trial, and sentencing (Mark, 2009).

In the current world economy, most people search for a better quality of life for themselves and their families. The overall assumption that there are better opportunities abroad appeals to most victims who fall victim to various fraudulent employment advertisements and education scholarships. Consequently, the rate of kidnapping among children increases each year (UN, 2020). This crime affects all demographics of men, women, and children, primarily through technology access, making them easy prey for cyber-criminals. They are either sexually exploited, subjected to servitude, or currently, organ removal, which fetches high financial yield for involved parties.

The migration data portal shows that the percentage of victims exploited for labor has been decreasing over time. However, sexual exploitation trends have been on the rise, especially among children subjected to pornography, despite international laws in various countries that prohibit it. The highest percentage of the victims is recorded, female. However, the number of males and children has also been on a high. CTDC reports that half of the victims worldwide are under twenty-six years and up to a quarter are 15 to 17 years old. From this data, the people most affected are at their teen stage and are easily susceptible to various coercion methods.

The complexity of this crime lies not just in the dynamic ways it is committed but in the long-lasting effects on the victims and their families. The probability of the safe recovery of a victim is often low and unguaranteed, causing anguish to the families. However, even upon safe recovery and deposition, the mental trauma often imparted leave perpetual effects in one’s life. Therefore, unlike other crimes, one may remain a victim even long after their rescue and the persecution of the offenders.

The mental and emotional turmoil victims and families undergo during and after this crime is committed forms the basis of this research. This is because uniquely, the effect on a victim unless physically abused, in this particular case, is seen in their character as they grow up. Given that most of them are children and still undergoing critical growth and development in their lives, they are likely to be more traumatized than adults. This correlates to the abusive ordeals that make them defensive, fearful, less trusting, and angry. They grow with feelings of unease and being hypervigilant in their surroundings, and in most cases, they are unable to connect with people on a deeper level, or it may take them a long time (Howard, 2018).

They often fall victim to personal development issues such as low self-esteem, self-worth, lack of confidence, and feelings of resentment, significantly if they were defrauded by a close relative or someone they knew. These emotional effects are often long-term and plague them throughout their lives since some cannot access the counseling they require, especially those from underdeveloped countries or more impoverished families (Howard, 2018).

They are often sold off to clear the family’s debts or other monetary gains, while others are kidnapped. Apart from the emotional and mental trauma these causes, even after the rescue, the child may not be able to fit in with their peers due to her physical changes that are more advanced and thus evident, and mental process is already exploited. They are often exploited sexually, which alters their development process since puberty is introduced to them at a much earlier age triggering reproductive hormones in their bodies. The effects of early puberty, especially among females, increase the severity of other issues that may affect them, such as being exposed to STDs and early pregnancies (Howard, 2018).

This research and various databases from organizations deduced that the vulnerable groups, women and children, are the most affected demographic. Unlike the 18th century, where human trafficking was legal and especially for servitude purposes, currently, sexual exploitation is the leading cause of human trafficking, which primarily affects teens and youths. The effect this has on their lives is felt even after the injustice is long due. Millions of humans are trafficked worldwide in a year, which means a million more families are left suffering; children without their parents’ provision, parents without their children’s aid, not counting the people left broken and traumatized.

Leaders have developed various international laws meant to curb this crime. However, its prevalence demonstrates a gap in the execution of these laws and measures. This is seen through the lack of public awareness on identifying a victim and which appropriate channels to use to help the least one get himself in danger. The human traffickers can bypass border patrols, which exposes a significant gap in the law enforcement personnel or training accorded to identify victims in this case (DHS 2021). The trafficking of children by people meant to care for them exposes a mishap in the social structure in that though impoverished, if informed and well guided, families can have access to available aid by their government or other organizations.

All in all, countries all over the globe need to work together to identify, rectify and fill the gaps in their border patrols and laws that make it possible for human traffickers to carry out their trade. Ultimately, in trade, demand dictates the rate of supply in a market. Similarly, a collaborative approach between society, law enforcement, and international governments may be the key to curb this evil from the roots.

References

DHS (2021, May 21). What is human trafficking?  Department of Homeland Security. https://www.dhs.gov/blue-campaign/what-human-trafficking

Howard, N. (2018). undefined. Palgrave Macmillan.

Mark Motivan (2009). Human trafficking reporting system (HTRS). (n.d.). Bureau of Justice Statistics. https://bjs.ojp.gov/data-collection/human-trafficking-reporting-system-htrs

UN (2021). Human-trafficking. (n.d.). United Nations: Office on Drugs and Crime. https://www.unodc.org/unodc/en/human-trafficking/human-trafficking.html[supanova_question]

Instructions on how to access On-line LIRN database www.fnu.edu Click on Library

Instructions on how to access On-line LIRN database

www.fnu.edu

Click on Library

Scroll down until you see LIRN

Click on LIRN

Type in: Florida National University

LIRN ID: 24439

Username: 24439

Password: onlinelibrary39

Select a subject

Now you should see a search bar

Input the selected topic and hit enter

CONGRATULATIONS, you have successfully made it!

Any further assistance, please contact us at

305-821-3333 ext. 1020,

or 305-226-9999 ext. 7

Via email: hllibrary@fnu.edu; sclibrary@fnu.edu

-FNU Library[supanova_question]

European Civilization

Based on this feedback and my notes in your eval. Can you please do the following for each section: I strongly encourage you to study for / prepare for these essays ahead of time – and you need to use the lectures and readings that I assigned because that’s the material that I will be looking for. You must also prepare your work alone.
The Coming of the Crusades — Explain the factors, conditions, and events that helped bring the Crusades – this includes the social, religious, and political circumstances and events that led to / allowed for the Crusades. Finally, using your LECTURE notes, describe the 1st, 2nd, 3rd, and 4th Crusades. 2 paragraps min
Iberian Explorers – Trace the rise of Atlantic Explorers from Iberia. What led to Portuguese exploration, how did they go about it, and what factors aided their success? What factors drove Columbus to begin his voyage, what was he hoping to find/accomplish, and how, according to your lectures, did he see himself/understand his journey? 2 paragraph min
Martin Luther — Detail the reform efforts of and the reactions to Martin Luther: who was Luther, what/why was he trying to reform, how did he go about it, and what were the reactions/results of his efforts. You need to trace this from Luther’s early life through the Diet at Speyer. 2 pargaraph ,in

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History Question

Purpose
Learners will write a research paper analyzing a historical topic covered in the course, demonstrating the ability to locate sources, and clearly communicate an argument that analyzes complex historical questions.
Objectives
Demonstrate knowledge and understanding of a historically relevant topic/question
Demonstrate research skills by providing relevant information to support their interpretation and argument of historical question
Details
Students will begin by selecting a topic of their choice covered during the course
Students will then develop an historically relevant question that analyzes various aspects of Western Civilization*Students will need to develop questions that address questions of how or why rather than factually based questions, students want to an analytical essay and not a report
Students must then locate at least 10 sources (5 primary and 5 secondary) that will assist them in answering their question(s)Primary source material includes sources from the period being studied and can include, but are not limited to: letters, histories, journals, paintings, architecture, sculpture, etc.
Acceptable secondary source material would include, but not limited to scholarly journal articles, appropriate scholarly databases and websites (official museums and libraries), historical documentaries that demonstrate rigorous scholarly research, etc.
Students should consult the assigned reader, online librarian, or instructor for assistance in obtaining sources

Students will then write a formal 2500-3000-word analytical essay that presents a clear argument or thesis that may be supported by secondary and primary sourcesEssays should be submitted as a PDF or DOCX
Format should include Times New Roman 12-in font, standard margins, and double spaced
Proper citations should be used for all references made to sources along with a Works Cited page using the Chicago style

Rubric
Category
Outstanding
Very Good
Average
Poor
Thesis
20 Points
The purpose of the project is clear. The audience has a clear idea of the point of the project.
The purpose of the project is relatively clear. The audience may have a relative idea of the purpose of the project, but may have to infer somewhat.
The purpose of the project is relatively clear, though the audience may have to infer or use contextual clues. There is some vagueness in the presentation or cohesion of the project.
The purpose of the project is obscure. The audience has little understanding of what is the point of the presentation.
Subject Knowledge and Perspective
40 Points
The quality of the project exhibits expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is realistic and research-based.
The quality of the project exhibits near expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is mostly realistic and research-based.
The quality of the project exhibits some expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is somewhat realistic and research-based.
The quality of the project exhibits little expert knowledge and accuracy of the historical figures, events, and/or eras. The perspective (or point of view) is not realistic nor research-based.
Sources
20 Points
The sources used were appropriate and added substantial research and information to the project. At least five primary sources and five secondary sources were used.
The sources used were mostly appropriate and added strong research and information to the project. At least four primary sources and four secondary sources were used.
The sources used were somewhat appropriate, but only added mediocre research and information to the project. Fewer than four primary sources and four secondary sources were used.
The sources used were not always appropriate and added little research and information to the project. Fewer than four primary sources and four secondary sources were used.
Overall Production, including Writing
20 Points
The project exhibits outstanding evidence of clear and creative originality.
All written aspects of the project are of high professional quality, including grammar, punctuation, spelling, and paragraph construction.
The project exhibits very strong evidence of clear and creative originality.
All written aspects of the project are of very high professional quality, including grammar, punctuation, spelling, and paragraph construction.
The project exhibits average evidence of clear and creative originality.
The written aspects of the project were inconsistent and did not always meet the level of high professional quality. These aspects included grammar, punctuation, spelling, and paragraph construction.
The project exhibits little evidence of clear and creative originality.
The written aspects of the project were below average and did not meet the level of high professional quality. These aspects included grammar, punctuation, spelling, and paragraph construction.

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HOMEWORK QUESTIONS Modules 2 through 5 Note that there are two pages

HOMEWORK QUESTIONS

Modules 2 through 5

Note that there are two pages of questions below. Be sure to answer all quesitons thoroughly—about a paragraph for each “bullet.” Factually correct answers are important, but be sure to provide some analysis as well. Pay attention to spelling and grammar, and be sure to give original answers—the Academic Integrity policy is in effect.

QUESTIONS FOR THE LAW CODE OF HAMMURABI

Hammurabi’s code has been described as “humane and transparent.” What does this mean? In what context is this code humane and transparent? Explain.

What is lex talonis? How did this principle work its way into Hebrew law much later?

What role does social rank play in determining penalties? Give a specific example.

Select a law from the code to discuss. Are there any parallels between it and modern practice? Explain.

QUESTIONS FOR HYMN TO THE ATEN

Who was Amenhotep IV? Write a brief biography of him. Why did he change his name? What religious “innovation” did he attempt to introduce into Egyptian society? What do you think were his motives in doing this?

What is Ma’at? How is this concept reflected in this particular document?

Judging from the readings, do you think the Egyptians valued justice and ethical behavior? Explain.

QUESTIONS FOR THE TEN COMMANDMENTS

How important are the Ten Commandments to Western thought, in ethics, religion, and philosophy? Are they controversial? Explain.

Aside from the Ten Commandments, what other laws in Exodus do you find important or interesting. Give an example, and explain.

QUESTIONS FOR SOCRATES ON HIS COMDEMNATION TO DEATH

Why is Socrates on Trial? What were the “official” charges? What, do you think, were the real reasons?

What was Socrates’ response to the charges?

How could Socrates have avoided his fate? Why do you think he chose otherwise? Discuss.

What was Socrates’ final request to the Athenian jury? What do you think this says about what he considered important? Explain.

Who were the “Sophists”? Was Socrates a Sophist? Explain.

What is Socrates’ definition of wisdom?

QUESTIONS FOR THE ANALECTS

Who was Confucius? What kind of society did he envision?

This reading often refers to a “superior man.” What does this mean, in the context of the Confucian teachings?

What is “reciprocity”, in the context of the Analects? What ethic in the Christian tradition is similar to this?

The ideas expressed in The Analects are “attributed” to Confucius. Are these ideas original with him? Explain.

What is the significance of The Analects for Chinese history and culture? Discuss.

Is Confucianism a religion? If not, how would you characterize it? Explain.

QUESTIONS FOR SERMON AT BENARES

What, according to Gautama Buddha, are the Four Noble Truths?

What, according to Buddha, is the “Eightfold Noble Path”?

What societies outside of India also adopted Buddhism? Briefly discuss one example.

What do you think is the appeal of Buddhism for many people today?[supanova_question]

CHAPTER 8 INTIMATE PARTNER VIOLENCE 1. In the lecture series, I discuss

CHAPTER 8 INTIMATE PARTNER VIOLENCE  

1. In the lecture series, I discuss the Domestic Violence statute 784.03 and share domestic violence elements. In class, I selected two students, Chris and Esther. Both individuals were given goggles to wear that would alter their behavior. I introduced them as the couple that decided to have a night on the town, and Esther that it was a great idea because she had just found out that she was expecting and wanted to tell Chris while having a great night on the town. However, the night did not go and plan Chris and Esther began to argue, and they decided to end the night by going home abruptly. Hopefully, you have view youtube for more about the occurrence. Here are your questions;

1. Please list concerns about Chris’s Behavior and advises if you think he is the aggressor; therefore, he should be arrested?

2. Please list concerns about Esther’s Behavior and advise if you think she is the aggressor; therefore, should she be arrested?

 Chapter 9 -VICTIMIZATION AT SCHOOL AND WORK.

Please google the Cyber sexual harassment state of Florida statutes, and provide a short response if you are familiar with this crime?

Chapter 11, 12, and 13

In the Lecture series, I covered the Florida Statue Burglary 810.02 were cover. The Fruit of the Poisonous Tree doctrine (also known as the Derivative Evidence Doctrine) is a rule in criminal law that makes evidence derived from an illegal search, arrest, or interrogation inadmissible. In the Lecture series, I spoke about the type of person that commits burglar and the when? 

 1. What type of person will commit a burglary?

2. Name a great investigative action that is an instrument to be used to solve burglary investigation[supanova_question]

INFSCI 310 Computation in Information Science Homework 1 Fall 2021 Using R

INFSCI 310 Computation in Information Science Homework 1 Fall 2021

Using R as a calculator compute the following values. After you do so, cut and paste your input and output from R to Word.

23 (48-17) + 752

30sin(.7 ) + log(471)

(c) Consider the following R code snippet that implements Euclid’s method for finding the

Greatest Common Divsor (GCD) – add # comments as to what each line is doing,

execute the code and include the results.

x = 490; y = 21

repeat {

diff = abs(x – y)

if (x > y){

x = diff

} else if (x < y){

y = diff

} else if (x == y) {break}

}

(d) Write the R code to evaluate and plot the function g(x) = .5 x2 – sin(x)

over the interval x [0,2]. Does a maximum or minimum exist in the interval?

Find the relative error when 9.47633894 is rounded off to 4 decimal places (i.e., 4 digits to right of decimal point). (b) compare with the relative error when 9.47633894 is truncated to 4 decimal places.

Perform the following conversions

(a) Convert the binary string 1110 0111 1001 to hexadecimal and to decimal

(b) Convert 73 decimal to binary

(c) Convert the following ASCII coded 40bit string to text (ASCII Table)

0011 1000 0010 1101 0011 0011 0011 1101 0011 0101

(d) Consider the RGB color code which uses 8 bits for Red, 8 bits for Green and 8 bits for Blue.

Thus RGB code 1868B5 in hex represents 2 hex digits for Red, 2 hex digits for Green and 2

hex digits for Blue – that is 18 Red, 68 Green, B5 Blue. Using an online RGB color code chart

determine the color 1868B5 and insert a screen shot of the color and convert 1868B5 to binary.

Given the alphabet set with frequencies shown below determine

Construct a Huffman code to encode the alphabet below.

Determine the average code length and the entropy

A

B

C

D

E

10%

35%

6%

24%

25%[supanova_question]

Deadline: Sep 17th, 2021 9 am Chem 375 HOMEWORK # `: Q

Deadline: Sep 17th, 2021 9 am Chem 375

HOMEWORK # `:

Q 1: Find an article that discusses a situation where the thermal and/or oxidative stability or degradation of a polymer is relevant. The article may be in a peer-reviewed journal or in the trade or popular press. It must have been published within the last 3 years

Summarize the part of the article that pertains to thermal and/or oxidative stability/degradation. Provide a complete citation for the article: author(s), title, journal or magazine, place of publication, date, volume, issue, pages (if applicable). If you found the article on-line, provide the URL, and indicate the “access date” – the date you looked at the article.

Q 2:

Find a discussion of a stabilizer used for plastics. Determine the category (or categories) of action the stabilizer displays (e.g., CD-A, PD, metal deactivator, UV absorber, etc.). This may not be explicitly described, but you should be able to make an informed guess. If you cannot do so, please choose a different stabilizer.

If possible, provide the chemical structure of the stabilizer. Also, if possible, provide information about the effectiveness of the stabilizer. If this information is not available, please state that fact.

The information may be in the published literature, or may be from a company website. Provide complete bibliographic information about the source of the information (author, title, publisher, etc.).

Q 3:

Complete one of the following options:

1. Describe a packaging-related situation you have encountered where degradation/corrosion of either metal or glass presented a problem, and explain what was done to solve this problem. Provide as much detail as you can (without, of course, revealing any proprietary information).

2. Find a published article dated within the last 5 years that deals with a packaging-related degradation/corrosion issue involving metal or glass. Provide a short summary/critique of the article. Be sure to include complete bibliographic information, and a link if possible.

Q 4:

Find an article, published within the last year, that relates to municipal solid waste generation, disposal, or recycling. Submit a short summary of the article. Be sure to include complete bibliographic information with your summary.

Q 5:

Find an article, published within the last two years, that relates to mechanical and chemical recycling practices for plastic waste. Be sure to include complete bibliographic information with your summary.[supanova_question]

SOME CULTURAL ASPECTS BEHIND THE LEGACY OF HOMO-SEXAULITY: A Human Rights Study

SOME CULTURAL ASPECTS BEHIND THE LEGACY OF HOMO-SEXAULITY: A Human

Rights Study

Author(s): Vaibhav Goel and Manoj Kumar Tripathi

Source: The Indian Journal oT Poli meal Science , Can. – March, 201 2, Vol. 73, No. I (Can.

– March, 2012), pp. 29-44

Published by: Indian Political Science Association

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The Indian Journal of Political Science

Vol. LXXIII, No. 1, Jan-March, 2012, pp. 29•44

SOME CULTURAL ASPECTS BEHIND THE LEGACY

OF HOMO- SEXAULITY: A Human Rights Study

Vaibhav GoeI Manoj Kumar Tripathi

The term ’homosexual’was coined in tlte late l9tli century, is often used in iis broadest sense, especially in z edta headlines and reports. to refer to homosexuality in general as gay and Lesbian 6omosesiinIi{y. The attitude of societies towards honiose ‘reality differs with time and place. Tracing the exact time and place, where the act of hoinosexuali{f’ is first noticed by societies, is very di icult, as it has a very long history which goes far before the birth of Christ. The n‹itural law tlteory emphasised the centrality of certain human goods, including marriage azrd procreation. Since the only way that lltis can be achieved is via vaginal intercourse, honiosexuali{f is considered as immoral sc•x act. This is because only the emission ofsemen in a vagina can result irrnatural reproduction, only sex acts of that ype are generative, even ifa given sex act does not lead to reproduction, arid even if it is impossible due to infertiliy. There are, however, several objections that are made against this account ofmurriage as a central human good. The purpose of this study is to examine the attitude of developing countries towards the relatioztship of human rights and hoznosexuuliy and analyze the possible role of ‹nillural relativism which can be played in protecting the stund of developing countries in the consideration ofhoinozexualiff• as human right. To this end the possible application of cultural check tit the consideration ofhomosexualiy as a human right would be anoly••ed. Further attempt has been made io obsewe whether, in criminalizing homosexualiy, cultural relativism is used as justification for human rights violations or as a way of controlling imposition of western culture in the name of hutnan rights (thereby to control i• estern hegemony), by developing countries. In addition, the paper tries to sh‹nv the possible role of Third World Countries (Specifically African) in the current development ofhumon rights unlike their passive role in the past.

Key worfi: Homosexualiy, Human righi, Righi io choice, Cultural asyects, faniily, Critninal

Objective of the Study

Homosexuality- not a new word in this twenty first century became controversial in 1970’s with gay and lesbian movement in Latin America. In last forty years in different part of the world there different issues are involved like same sex marriage, recognition of Homosexuality in society and further recognition of homosexuality in Human Right instruments so that it will no more be identified as crime in Global Human Society.

The purpose of this study is to examine

the attitude of developing countries towards the relationship of human rights and homosexuality and analyze the possible role of cultural relativism which can be played in protecting the stand of developing countries in the consideration of homosexuality as human right. To this end, the possible application of cultural check in the consideration of homosexuality as a human right would be analyzed. Further attempt has been made to observe whether, in criminalizing homosexuality, cultural relativism is used as justification for human rights violations or as a way of controlling imposition of

The Indian Journal of Political Science

western culture in the name of human rights (thereby to control western hegemony), by developing countries. In addition, the paper tries to show the possible role of Third World Countries in the current development of human rights unlike their passive role in the past.

Introduction

Homosexuality literally means sexual orientation tow’ard people of the same sex. Homosexuality contr’«sts with heterosexuality’, sexual orientation toward people of the opposite sex. People with a sexual orientation toward members of both sexes are called bisexuals2 . The term ‘homosexual’ was coined in the late 19* century by a German psychologist, Karoly Maria Benkert; the word is a Greek and Latin hybrid with homos (often confused with the later Latin meaning of ‘man’) deriving from the Greek word for same, thus connoting sexual acts and affections between members of the same sex.° At the time of the European discovery and colonization of the New World, homosexuality—labeled “sodomy”— was considered by authorities to be “the most vile, filthy and dishonest of sins, inspiring God’s ire and detestable even to the devil.”’

The homosexual is seen as a person and this contemporary idea of homosexual, however, differs from the sodomite.’ A sodomite is understood as act-defined, rather than as a type of person like homosexuals.6 Thus, someone who has desires to engage in sodomy, yet did not act upon them, is not a sodomite, but

30

its scope is wider than homosexuality; it includes persons who engaged in heterosexual sodomy as well.’

There are. however, several objections that are made against this account of marriage as a central human good. lt is argued that, scx in opposite-sex wed- lock where the partners know that one or both of theln are sterile is not done for procreation and not considered as wrong, thus, homosexual sex in the same context should not be considered wrong.’ Further, the moral relevance of the biological distinction is questioned on the contention of the natural law theorists that while vaginal intercourse lS a potentially procreative sex act, considered in itself (with the possibility that it may be impossible for a particular couple), oral and anal sex acts are never potentially procreative, whether heterosexual or homosexual.’ Generally, the natural law theory is challenged on the ground that sexuality is socially constructed, rather than given by nature.

In the 1990s and 2000s homosexual rights groups addressed a number of oth- er issues, including the rights of gay and lesbian families. In 2001 the Netherlands became the first country to legalize same- sex marriages, giving same-sex couples the same rights that heterosexual couples have in areas such as inheritance, taxes, divorce, and pension benefits.’°

In examining developments made in considering homosexuality as human rights the Human Rights Conference at the 59th Session of the United Nations

Some Cultural Aspects Behindthe Legacy of Homo- Sexaulity

Commission for Human Rights (UNCHR) provided in the human rights documents in April 2003 is a good starting point. At is exhaustive or illustrative is open for dis- this Conference, Brazil has introduced a cussion, particularly, if the role of custom resolution for consideration that called and other sources of international law in upon both the United Nations and state the development of human rights is taken governments to incorporate protection in to consideration. But, this approach from persecution and discrimination on would mainly end up in showing what it the basis of sexual orientation into their should not be and what it is?

human rights practices and procedures.”

So far as the homosexuality and its Earlier, the relationship between Human right relativity is concern it can human rights and protection from be understand in a better way with help of

persecutionanddiscrimination on the basis following human rights: of sexual orientation had been discussed at

the United Nations Higher Commissioner for Refugees. The Commission has considered discrimination on the basis of sexual orientation as human right violation and extra-judiciary, arbitrary, and summary execution based on sexual orientation as persecution.”

However, a great number of countries in the world, in Africa, the Americas, Asia, and Europe still consider homosexuality as immoral act, let alone to consider it as a human right. But, this position of the United Nations organs supported by the powerful Western Countries, would have profound effect, sooner or later, in considering the act as human right; possibly creating international responsibility to protect, respect, promote and fulfill it.

Is Homosexuality A Human Right Issue? – Implications ofthe International Human Rights Legal Framework

The issue whether the lists of rights

Natural right of man (on the base of

requirement)

Right as Trumps

Right to marriage(Family), thought, expression, association

Right to choice

Freedom of liberty

Life with dignity

Self determination

Democracy

Adoption of Documents

The absence of a binding international human rights iiisirument thst recognize homosexuality as human right can be sim- ply implied from efforts made, at different United Nations organs/agencies meetings, to recognize homosexuality as human right, even in recent times.

The Indian Journal of Political Science

Since 1993, the United Nations High Commissioner for Refugees has decided that homosexual persons are members of a ‘particular social group’ whose treat- ment is regulated by international stand- ards of human rights.’° On this basis be- ing a homosexual whose rights are denied in certain contexts is a justification for the granting of protected refugee status. In other words, the definition in question serves the application to homosexuals of the 1951 Convention and the 1967 Proto- col Relating to the Status of Refugees. In the 1996 handbook Protecting Refugees it is stated that: Homosexuals may be eligi- ble for refugee status on the basis of per- secution because of their membership of a particular social group. It is the policy of the UNHCR that persons facing attack, inhuman treatment, or serious discrimina- tion because of their homosexuality, and whose governments are unable or unwill- ing to protect them, should be recognized as refugees.’’4

With the 1993 definition of particular social group of the High Commissioner for Refugees, out ofthe five characteristics of persons (i.e., race, religion, nationality, political opinion, or membership in a par- ticular social group) that these two inter- national human rights instruments make relevant for the purposes of recognizing a refugee in the first instance, homosexuals have increasingly found asylum based on the category of ‘membership of a particu- lar social group.’ In April 2003, at the59th Session of the Commission on Human Rights in Geneva, Brazil introduced a resolution titled-‘Human Rights and Sex-

32

ual Orientation’-for consideration.” The proposed resolution called upon both the United Nations and state governments to incorporate protection from persecution and discrimination on the basis of sexual orientation into their human rights prac- tices and procedures.’6

The vote on the resolution was ex- pected on 25 April 2003. T’he International Gay and Lesbian Human Rights Commis- sion, (IGLHRC), an international homo- sexual-rights group, report show that it had the support of Canada, New Zealand and several European Union countries.” They have urged people to lobby five key countries in order to get the resolution ap- proved: Argentina, Australia, India, South Africa and the United States.” Amnesty International supporting the resolution wrote:

This is the first time that a resolution specifically focusing on sexual orientation has been brought to the Commission. Its adoption is the only way to end the intol- erable exclusion of lesbian, gay, bisexual and transgender people from the full pro- tection of the UN system. A vote in favor of the resolution is not a leap into un- charted territory, but a necessary reaffir- mation of rights firmly established in in- ternational standards. Governments who vote against will be signaling that they no longer believe in the fundamental premise of the Universal Declaration of Human Rights: that all human beings are equal in dignity and rights, without distinction of any kind.’°

Some Cultural Aspects Behindthe Legacy of Homo- Sexaulity

Strong opposition against the resolu- tion and it has been felt that they are in tion was also presented from several Fun- need of this right to choice .

damentalist Christian Groups and others.

But, Pakistan (on behalf of the Organiza- tion of the Islamic Conference), the Vati- can, and Zimbabwe were the leading op- ponents of the resolution.20

In the final meeting of the 59th ses- sion of the Commission on 25 April 2003, the representative from Germany suggests to close the debate on the resolution.” The Chair proposed that the resolution be held over to the 60th session of the Commis- sion.” The representative from Canada, however, encouraged the discussion not be closed and the discussion was post- poned to be held after two days.23 The vote was expected to be close, because the resolution is co-sponsored by at least 21 countries in the 53 member governments but the Chair’s proposal was voted upon and passed by a vote of 24 to 17 with 10 abstentions.2‘

At the 2004 session, the Brazilian res- olution was again confronted with vocal opposition and a vote on the resolution’s substantive terms was put off for another year again.” It the 61st session in April 2005, the UNCHR again failed to discuss the resolution, and it has now completely fallen off of the Commission’s agenda.’6 The Brazilian resolution, therefore, did not pass and homosexuality is not still recognized as a human right in any United Nations human rights documents. Even legal status is same in 2011 in all most all the countries contrary to the public atten- tion which is on the verge of transforma-

Decisions of Human Rights Committees and Courts

In 1994, Nicholas Toonen, from the Australian state of “fasmania, brought a complaint to the United Nations Human Rights Committee (UNHRC), arguing that sections 122(a), 122(c), and 123 ofthe Tasmanian Criminal Code, criminalizing ‘various forms of sexual contact between men, including all forms of sexual contact between consenting adult homosexual men in private,’ violated his rights under the International Covenant on Civil and Political Rights (ICCPR).2’ ln particular, Toonen argued that these Tasmanian criminal code provisions violated his Article 2 (non-discrimination in ensuring availability of rights), Article 17 (privacy), and Article 26 (non-discrimination/ equal protection of the law) rights under the ICCPR.2′ Regarding discrimination specifically, Toonen argued that ‘[sections 122(a), 122(c), and 123 of the Tasmanian Criminal Code] distinguish between individuals in the exercise of their right to privacy on the basis of sexual activity, sexual orientation and sexual identity,’ and that ‘Tasmanian Criminal ’Code does not outlaw any form of homosexual activity between consenting homosexual women in private and only some forms of consenting heterosexual activity between adult men and women in private.”°

Ultimately, the UNHRC agreed with Toonen that the challenged Tasmanian

The indian Journal of Political Science

provisions violated his ICCPR rights; in particular, it h•old that the provisions violated Article 2 and Article 17 of the ICCPR.30 In this decision of the UNHRC, the Committee considered sexual orientation discrimination as ‘sex’ discrimination.ltisdeclaredin thedecision that “[t)he Committee … [notes)… that in its view, the reference to ‘sex’ in articles 2 … and 26 [of the ICCPR] is to be taken as including sexual orientation.’°’ But it is not clear whether in this sense sexual orientation amounts to a third type of sexual category or gender. This decision is considered as groundbreaking and the phrase ‘sex… is to be taken as including sexual orientation’ ofien understood as implying that one’s sexual orientation determines one’s sex or gender by gay organizations.’°

However, this ruling ofthe Committee, the reference to ‘sex’ as a protected status referring also to “sexual orientation” and concomitant practices is not still accepted universally as the normative interpretation of the UDHR or ICCPR texts.

While issues of morals have not been the crux of the decision of the United Nations Human Rights Committee on the Toonen case, the European Human Rights Court often involves moral issues in its decision involving homosexuality. In this respect, three cases adjudicated by the Court are of significance importance; Handyside v. UK 1976, Dudgeon v. UK 1981 and Norris v. Ireland.

Opposing these, Handyside filed an

34

application against the United Kingdom, in 1972, before the European Commission ofHuman Rights alleging several violation of the European Convention on Human Rights but stressing on Article 10. Article 10 of the Convention provides:”

Everyone has the right to freedom of expression. This right shall include freedom to hold opinions and to receive and import information and ideas without interference by public authorities and regardless of frontiers. This article shall not prevent states from requiring the licensing of broadcasting, television or cinema enterprises.

The exercise of these freedoms, since it carries with it duties and responsibilities, may be subject to such formalities, conditions, restrictions or penalties as are prescribed in a democmtic society, in the interest of national security, territorial integrity or public safety, fer the prevention of disorder or crime, for the protection of health or morals, for the protection of the reputation or rights of others, for preventing the disclosure of information received in confidence, or for maintaining the authority and impartiality of the judiciary.

The commission concluded that there had been no breach ofthe Convention and referred the case to the European Court of Human Rights in 1976.^ The court in its decision, signifying the relevance of morals state that, it is not possible to find in the domestic law of the various European states a uniform conception of morals.”

Some Cultural Aspects Behindthe Legacy of Homo- Sexaulity 35

lt continue, consequently, Article 10 (2) 1861 to the effect that ‘Whosoever shall leaves to the Contracting States a margin attempt to commit the said abominable of appreciation to the domestic legislator crime, or shall be guilty of any. indecent

and to the bodies, judicial among others, assault upon a male person’, is guilty of that are called upon to interpret and apply a misdeineanor and subject to a prison the laws in force.’6 However, Article 10 sentence not exceeding ten years, and

does not give the States unlimited

power of appreciation; the ‘restriction’ or ‘penalty’ should be reconcilable with the freedom of expression protected by Article 10.” The court with this view concluded that the English judges had a basis, in the exercise of the discretion left them by the Convention, for finding that the book would have a pernicious effect on the morals of the likely readers between age 12 and 18.” Thus, it decided that no breach of Article 10 or any other article had been established.”

Dudgeon, a homosexual resident of Northern Ireland, brought proceedings against the United Kingdom based on his complaint against laws ofNorthem Ireland that made certain sexual acts between consentingadult males criminal offences.‘0 The Court decided that Dudgeon had suffered an unjustified interference with his right to respect for his private life and accordingly found a breach by the UK of Article 8 ofthe Convention.” Similarly, at a latter time, Norris, an Irish national and member of the Irish Parliament, instituted proceedings in the High Court of Ireland, seeking a declaration that certain laws prohibiting homosexual relations were invalid under the Irish Constitution.’° Those laws include:”

section 62 of the Person Act

Section 11 of the Criminal Law Amendment Act 1885 to the effect that any ‘male person who, in public or in

private, commits…any act of gross indecency with another male person’ is guilt of a misdemeanor and subject to imprisonment not exceeding two years

Mr. Norris was not charged with any offence in relation to his admitted homosexual activities though he was

continuously slammed by the Director of Public prosecutions.^ The element which protects people from being extra-judicial- ly, arbitrarily, and summarily executed, but it still subjects the right to respect for private life for interference made in ac- cordance with the law of a country. The another element lists the aims the inter- ference should sought to guard. These two elements state the procedure and justification of the interference. The third element, on the other hand, put a limita- tion on the interference; it requires a test whether the interference is necessary in a democratic society to protect the afore- said aims.

The first element simply can be proved with the existence of rule of law in a country. While the second, and to some extent the third element, mainly involve discretion of the domestic legislator and

The Indian Journal of Political Science

the other bodies, judicial among others, that are called upon to interpret and apply the laws in force, in making assessment on the reality of the pressing social needs or the moral values.

This shows that the international human rights legal framework has no place in determining societies’ moral valises. This can be further inferred from the limitation the third element put on the discretion of States and the role the Court play in valuating the discretion. The third element limits the discretion of States by putting a ‘necessity’ test on interferences. According to the Court, interferences will not be justified as ‘necessary in a democratic society’ unless, inter alia, ‘the interference in question answers a pressing social need and in particular is proportionate to the legitimate aim pursued’. The role of the Court is, therefore, limited to checking whether the interference is ‘necessary’ and ‘proportional’ compared with the pressing social need, not the existence or absence of a moral value.

In the decision on the case Norris

v. Ireland, the Court has indicated that ‘necessity’ and ‘proportionality’ can be proved by the existence of a large body of opinion in a State which is hostile or intolerant towards homosexual acts committed in private even between consenting adults. And that the society had a special need to be protected from such activity which is proportionate to the interference made on the right to respect for private life.

These all s.hows that the legal status of homosexuality is very much subjected to moral values of a society which varied with time and place, unlike human rights.

Some Cultural Aspects Behind The Legacy Of homosexuality

The Place of Culture in the Human Rights Legnl

Framework

The Universal Declaration of Human Rights recognizes two sets of human rights: the civil and political rights and the economic, social and cultural rights. Since the Universal Declaration of Human Rights was not opened for signature and is only a declaratory document, the United Nations adopted two separate international covenants, which are binding on state parties. The two covenants and sets of rights are considered to be ‘universal, indivisible and interdependent and interrelated since the adoption of the Universal Declaration of Human Rights.^ However, these natures and relationships ofthe two sets of rights officially declared on the second World Conference on Human Rights in Vienna.^

To begin with, the International Covenant on Economic, Social and Cultural Rights does not make explicit distinction between economic, social and cultural rights. Even if the title of the International Covenant on Economic, Social and Cultural Rights expressly refers to ‘cultural rights’ and Article 15(1) recognizes ‘the right of everyone…to take

Some Cultural Aspects Behindthe Legacy of Howie- Sexaulity 37

part in cultural life, cultural rights have protecting power (or colonial power) and attracted relatively little attention in this the text was ultimately a compromise, context. between the United States and the Soviet

Union.”

Cultural rights are better dealt with in relation to the International Covenant on Civil and Political Rights. The rights are often raised in ‘relation to the non- discrimination clause, the minorities’ provision, and specific rights such as freedoms of expression, religion, and association and the right to take part in the conduct of public affairs of the ICCPR provisions.’7 From this, it is often declared that the documents have ignored the significance of cultural rights in the promotion of human rights in general and even have failed to see in particular the economic and social dimensions of the rights.

The disagreement on the universality of human rights has a historical ground. The international human rights instruments were adopted, in 1948, by the victorious allied powers of 1945 and their allies, with a few others.” Most notably, Africa, Latin America and Asia were ‘represented’ by colonial powers, since at the time, most of these countries held no elections of any kind, in colonial territory and often, all political activity by ‘natives’ was forbidden.”

Probably only five governments decided, without outside pressure, their position on the Declaration: the United States, Britain, the Soviet Union, Sweden, and Mexico.”All others were, to a greater or lesser extent, dependent on their

The Covenant on Civil and Political Rights guarantees the traditional catalog of civil liberties found in the constitutions of the United States and other Western democracies; the only significant omission is the right to own property.’°

The partisans of universality claim that international human rights like the right to equal protection, physical security, free speech, freedom of religion and free association areand must be the same every where, at least as to the rights’ geneml content, for advocates of the position that rights are universal must concede that many rights allow for culturally influenced forms of implementation or realization.’°

On the other hand, cultural relativist argue that beyond procedural issues, most rights and rules about morality are encoded in and thus depend on cultural context, the term ‘culture’ often being used in a broad and diffuse way that reaches beyond indigenous traditions and customary practices to include political and religious ideologies and institutional structures. The debate between these two positions follows different grounds and is open to ranges of views and strategies. Further than its historical ground, the controversy on the universality of human rights also has a current political agenda. Some argue that the abuse of the rights by the western countries for political purposes have

The Indian Journal of Political Science

resulted violations of human rights in the name of cultural relativism, as a way of controlling western hegemony. Where as some argue that:

‘The doctrine of human rights is itself becoming a cause of suffering, oppression and injustice. The argument that superpowers have a ‘moral duty’ to enforce human rights is used in the same way as the doctrine of the ‘civilizing mission’ once was used to justify colonialism. The supporters of human rights are also the supporters of free trade, democracy, an open society and the free market. Two recent military interventions to protect rights, in Timor and Kosovo, have also brought open free-market economies to these regions. In organizations like the NATO or the OSCE, the free market and human rights are always referred to together, as if they were the same thing. And because of that, in practice, they are.’”

Thus, the western countries are blamed for opening a door ofjustification for human rights violations, by developing countries, which is primarily a buttress for challenging western hegemony.

But, the universality of human rights is widely accepted not for other justifications rather because ofthe fear that if it is taken to its extreme, this relativism would pose a dangerous threat to the ef1”ectiveness of international law and the international system of human rights that has been painstakingly constructed over the decades. Generally, it is feared that if cultural tradition alone governs State

38

compliance with international standards, then widespread disregard, abuse and violation of human rights would be given legitimacy.”

Accordingly, it is claimed that the promotion and protection of human rights perceived as culturally relative would only be subject to State discretion, rather than international legal imperative.’6 It is also explained that, by rejecting or disregarding their legal obligation to promote and protect universal human rights, States advocating cultural relativism could raise theirown cultural norms and particularities above international law and standards.”

Universal human rights are further established by the two international Covenants on human rights (International CovenantonEconomic,SocialandCultural Rights, and International Covenant on Civil and Political Rights), and the other international standard-setting instmments which address numerous concerns, including genocide, slavery, torture, racial discrimination, discrimination against women, rights of the child, minorities and religious tolerance.

Adopted in June 1993 by the United Nations World Conference on Human Rights in Austria, the Vienna Declaration continues to reinforce the universality of human rights, stating, ‘All human rights are universal, indivisible and interdependent and interrelated’.’® This means that political, civil, cultural, economic and social human rights are to be seen in their entirety. One cannot pick and choose which rights to promote and

Sonic Cultural Aspects Behindthe Legacy of Homo- Sexaulity 39

protect. They are all of equal value and at Microsoft Encarta 2007 include:” apply to everyone.

S shared beliefs and values of group:

As if to settle the matter once and for the beliefs, customs, practices, and all, the Vienna Declaration states in its social behavior of a particular nation first paragraph that ‘the universal nature’ or people

of all human rights and fundamental

freedoms is ‘beyond question’.” The unquestionable universality of human rights is presented in the context of the reaflirmation of the obligation of States to promote and protect human rights.

The legal obligation is established for all States, in accordance with the Charter of the United Nations and other instruments of human rights and international law.^ No State is exempt from this obligation. All Member States of the United Nations have a legal obligation to promote and protect human rights, regardless of particular cultural perspectives. Universal human rights protection and promotion are asserted in the Vienna Declaration as the ‘first responsibility’ of all Governments.”

Everyone is entitled to human rights

without discrimination of any kind.‘2

Non-discrimination protects individuals and groups against the denial and violation of their human rights. Human rights are intended for everyone, in every culture.

Considering Homosexuality As Human Right: Its’ Effect on Culture

The meaning of Culture may differ across the different languages. For example, some of the definitions provided

S people with shared beliefs and practices: a group of people whose shared beliefs and practices identify the particular place, class, or time to which they belong

S shared attitudes: a particular set of attitudes that characterizes a group of people

However, anthropological literatures give us a better understanding of culture and cultural relativism. Cultural Anthropology is concerned with the study of cultures in their traditional forms and in their adaptations to changing conditions in the modern world and are concerned with all aspects of culture in the contemporary world and attempt to present a perspective from which to understand modem society.

Culture, in anthropology, is the patterns of behavior and thinking that people living in social groups learn, create, and share distinguishing one human group from others.* Anthropologists commonly use the term culture to refer to a society or group in which many or all people live and think in the same ways.6’ Likewise, any group of people who share a common culture-and in particular, common rules of behavior and a basic form of social organization—constitutes a society and the terms culture and society are somewhat

The Indian Journal of Political Science

interchangeable.^6

Self-identity usually depends on culture to such a great extent that immersion in a very different culture- with which a person does not share common ways of life or beliefs—can cause a feeling of confusion and disorientation.” Anthropologists refer to this phenomenon as culture shock and in multicultural societies, such as the United States into which people come from a diversity of culture, it is claimed that unshared forms of culture can also lead to tension.°’

Members of a society who share culture often also share some feelings of ethnocentrism, the notion that one’s culture is more sensible than or superior to that of other societies.” Ethnocentrism argued to contributes to the integrity of culture because it affirms people’s shared beliefs and values in the face of other, often contradictory, beliefs and values held by people of other cultural backgrounds.7° Most anthropologists take a position of cultural relativism when making decisions on issues of ethics and rights. This position calls for respect for all cultural differences and opposes culture change imposed on one society by another.” Anthropologists know that people derive their individual identity and sense of dignity from their own cultures.’2

Therefore, considering a certain issue as a human right with out consideration of the cultures and full participation of societies in the world would result in denial ofrespectofthe societies in general,

40

which the United Nations has stands for. Imposing others culture on a society would affect the self-identity, which usually depends on culture, and can cause a feeling of confusion and disorientation.

HOmoseKuality is something a culture confined mainly to western countries, though it may exist in other countries too. It is a western culture because; people in those countries have a better tolerance of the act than people in other countries and practice and gay organizations movement shows the prevalence of the act in those states. But secular governments would & indifferent in question of homosexuality but peoples would be against it and legalizing the act might result in shocking and public uprising in most part of the world questioning the universality of human rights. Generally, considering homosexuality as a human right would endanger the well not strong universality of human rights.

Summary and Conclusion

Today there is no binding international human rights instrument that recognizes homosexuality as human right. But the number of states that decriminalize the act is increasing with time and place. Beyond legalizing homosexual act performed in private between adults now states are allowing marriage and other acts attached with marriage like adoption, despite the large number of countries that still criminalize homosexuality. The opposition is strong but the consideration ofthe act as human right is getting ground

Some Cultural Aspects Behindthe Legacy of Homo- Sexaulity 41

in the United Nations Human Rights References:

Legal Framework. A. A+TICLES

Western countries urge the act to be decriminalized and to be considered as human right while developing countries oppose it. The influence of the west is, officially, strong in the in the international human rights legal framework, the decisions of the dif7erent United Nations agencies involving homosexuality issues signifies the prevalent position towards homosexuality in the organization. In this regard, the decisions ofthe United Nations Human Rights Commission and the European Court of Human Rights (though it is a regional court) on issues involving homosexuality is a good example. But the consideration of homosexuality as one sixth ground of persecution by the United Nations Higher Commissioner for Refugees is by far significant since, though the position of the commissioner is not yet binding and is controversial, it requires States to pass laws that decriminalize homosexuality in order to fulfill its international obligations.

The ground for opposition oflegalizing homosexuality by the developing countries has a cultural, religious, moral, etc ground, though these issues are interrelated and at some point are similar. In many countries, particularly non-secular states, the act is criminalized based on religious grounds and considering the act as human right would ultimately shock the bases of the formation ofthe state and the government.

). A. Redding Jeffrey, Human Rights and Homo- sexuals.’ The International Politics of Sexuality, Religion, and Law, Northwestern University Journal of International Human Rights, 4 Nw.

U. J. Int’I Hum. Rts. (20h) Available at http../_7

www law northwestern.edUjournals7jihri’v4/n3/l

Ayton Slienker Diana, The Challenge of Human Rights and Cultural Diversity, (1995) http.//.

‘Y iv LlNDPl7l6? 7!fIR

Pickett Brent, Homosexuality, (2006), Stan%rd encyclopedia of philosophy. Available on h tp;/7 www stpn/ord rd urisprqdence

Radner Ephraim and Goddard Andrew, Human Rights, Homosexuality and the Anglican Communion: Reflections in Light of Nigeria available on

1ffP //www.fuI€rj//z/-pnp.Iicpa Oq’ ›l!‹/

International Gay and Lesbian Organization: iYliere Having See is a Crime: Criminalisation and Decriminalization of Homosexual Acts 2003 , available on http-/Nwir_. IGL.Org

BOOKS

De Waal Johan, ei al., The Bill Of Rights Handbook 4” Ed, JUTA B: CO LTD (2001)

J. Steintr Henry & Alston Philip, International Human Rights in Contest.- Law, Politics, Morals, H Ed, (2000)

United Nations Higher Commissioner for Refugees Handbook Protecting Refugees, (1996) available on http;//wwy. UNf-fCf’pI/G&A-UV

CONVENTIONS

United Nations Charter (1945)

Universal Declaration ofHuman Rights (1948)

International Covenant on Civil end Politicbl Rights (1966)

IWerrtalio/zal Covenant on Economic, So¢ial and

Cultural Rigtus (1966d

Vienna Declaration and Program of Action

The Indian Journal of Political Science

(/993j

Vienna Conventionon the Law of Treaties (1969)

Websites/Electronic Sources

Microsofi Encarta 2007, (I993-2ñ06) Microsofl Corporation

http //wii w nfricalawinstittiie org/a(ls

http //en wikipedia2008 org/wiki

h tp,//www.ia(hrc.orf/site/igll re/

hity, /.!•’ivw.concord. Nov.zg

Newspaper Article.

Khaleej Times Online- France Urges UN to Decriminalize Homosexuality 17 dfpy 2008

Annexes

Annex I

The resolution proposed by Brazil on “Human Rights and Sexual Orientation”

“the Commission on Human Rights, ”Reaf]’irming the Universal Declaration of Hu-

man Rights, the International Covenant on Economic,

Social azid Cultural Rights, tlte International Cove- nant on Civil and Political Rights, the International Convention on the Elimination ofoll Forms ofRacial Discrimination, the Convention on the Elimination of all Forms of Discrimination Agaimt Women, the Convention against Torture anJ other Cruel, Inhuman or Degrading Treatment or Punishment, and the Con- vention on the Rights ofthe Child, ”

“Recalling that recognition of the inherent dig- nity and of the equal and inalienable rights of all members of the human family iz the foundation of freedom, justice and peace in the world ”

“Reaffming that tlte Universal Declaration of Human Rights affirms the principle of the inadmissi- bility of discrimination and proclaims tlmt all human beings are born free and equal in dignity and rights and thai everyone is entitled to all the rights and free- doms set forth therein without distinction ofany kind

“A@rming that ltuman rights education is a key to changing attitudes and behavior and to promoting

42

respect for diversity in societies, [the Human Rig6fi

Commission],

”l. Expresses deep concern al the occurrence of violations of human riglus in the world against per- son on the grounds of their sexual orientation;”

“2. Stress that Mman rights and fundamental freedoms are the birthright of all human beings, that the universal nature of these righM and freedoms is beyond question and that the enjoyment ofsuch rigM and freedoms should not be hindered in atiy way on the grounds ofsexual orienfetfon:”

“3. Calls upon all Jtates to promote artd protect the human rights of all persons regardless of their sexual orientation;”

“4. Hotes the attention givert to human rights violations on the grounds ofsexual orientation éy the special procedures in their reports to the Commission on Human Rights, as well as by the treaty monitoring bodies, end encourages off special prore‹fures of tie Commission, within their mandates, to give due atten- tion to the subject;”

”5. Requests the United Notions High Commis- sioner for Human Rights to pay due atie›uion to the violation of human rights on the grounds of sexual

“6. Decides tO continue Cof2ff’&rofiOn of the matter at its sixtieth session under the same agenda item”

ANNEX 2

A-Z By Country The following countries have enforceable laws agaiztst sex bemeen consenting adults ofthe same sex.

A- Afghanistan, Algeria, Angola

B- Bahrein, Bangladesh, Barbados, Benin, BMtan, Botswana, Brunei, Burma, Burns’

C- Comeroon, Cape Verde, Cool Islauds

D- Democratic Djihouti

E- Eritrea, Ethiopia

F- FJi Islarrds

G- Gambia, Gha Grenada, Guyana, Guineo

Some Cultural Aspects Behindthe Legacy of Homo- Sexaulity a

1-

India, Iran

6.

Ibid

J-

Jamaica

7.

Ibid

K-

Kertya, Kiribati, Kosovo, Kuwait

8.

Ibid

L-

Laos, Lebanon, Liberia, Libya

9.

Ibid

M-

Malawi, Malaysia, Maldives, Marshall Islands,

IO.

Ihid

Mauritania, Mauritius, Morocco, Mozambique, Myanmar

//. lit(p //ww›v.un org!’Ovcrview/riglys hip( site visied on llApril 2011

N- Namibia, Nine

O- Oman

A’aiirti, .Nepal, Nicaragua, Nigeria, 12. United Nations Higher Commissioner For

Refugees Handbook Protecting IteJgeer, 1996, http:7/www.tlNHCWPl/O&A-UK site visted on

‘- Pakistan, Popua New Guinea

llApril 2011

13. United Nations Higher Commissioner For Refugees Handbook Protecting Refugees, 199d, http://w+rw.UNf-IC_MP(/O&A-UV

S- Saint Lucia, Saudi Arabia, Senegol, Seychelles, ‘ • Ib d

Sierra Leone, Singapore, Solomon Islands, Somalia, IS. http:how.un.o/g/Overview/rights.html

T- Tajikistan, ’Eaicania, Togo, Tokelau, Tonga,

/6. For the full text ofthe resolution, See Annes B

Trinidad atid Tobago, Tunisia. Ttit kmenistan, Tuvalu l7. Supra note 6 U- Uganda. United.4rah Emirates, Uzbekistan 18. Ibid

W- Western Sahara, Western Samoa 19. Cf. , Cf., Jeffrey A. bedding, Human Rights and

Y- I’emen

Z- Zambia, ZimbabwePrincipal & Dean, Faculty of Law, Swami tivekanand Subharti University kleerut.

g y

Footnote

I. Meats – sexual orientation toward yeople ofthe opposite sex

Microsoft Eiicarta 2007, (1993-2006) Microsoft Corporation

Brent Pickett, Homosexuality,2006, Stanford en- cyclopedia of philosophy hJtp /N . stanford.

Homo-sexuals. The International Politics of Sexuality, Religion, and Law, Northwestern €/Zlf- versity Journal of International Human Rights, 4 Nw. NJ. J. Int’1 Hum. Rt(. 436(2006) at http:// www.law.northwesterrredm’journals7jihr/v47n3/l

Jeflrey A. Redding, Human Rights and Homo- sexuals. The International Politics of Sexual• ity, Religion, and Law, Northwestern University Journal oflnternational Human Righis, 4 Nov. U.

J. Int’1 mum. RM. 436(2006) at http.//www.law. northwestern.edUjournalsfiihr/v4/n3/l

Supra note 6

Ibid

edu jurisprudence 23. Ibid

3ficrosofi & Encartn & Reference Library 2008. 24. Ibid & 1993-2004 5licrosoft Corporation. All rights

reserved.

Supra at note 3

Supra note 11

i5id

The Indian Journal of Political Science

International Gay and Lesbian Human Rights 48.

44

Google sedrrh, Why Human Rights are throng

Commission, Where having Sex is a Crime: Criminalisation and Decriminalization of Ho-

49.

Ibid

mosexual Acts (2003), ptlp /7w›tw. IGLHRS.Org 50.

Ibid $]

Ibid 52.

Ibid

Ibu 53.

Supra note 11 54

European Convention for the Protection of 55.

man Rights and Fondamental Freedoms, Article 10 (1953)

Ibid Ibid

Mitrosoft Encarta 2007, (1993-2006) Microsoft Corporation

Supra note 2, p. 366 Ibid

Diana Ayton Shenker The Challenge of Human Rights and Cultured Diversity, (1995) http:// www.UHDPI/16277HR

yg

37.

Supra note 24 Ibid

Ibid

Id, p. 813

Ibid

S7. Ibid 58.

38.

39.

40.

42.

Ibid Ibid

Supra note 24, p.813 Ibid

Id., p. 814

Cf., Hettry J. Steiner & Philip Alston, Interna- tional Human Rights in Context: Law, Politics, Morais, z•sa, p.8i4. (2a›oj

59.

d0.

dl.

62.

63.

6S.

Ibid Ibid Ibid

See generally Humon Righc Documents Supra note J?

Supra note 2 p. 368 Ibid

Ibid

Ibid gy

See generally the Preamble of the Universal Declaration ofHuman Rights

’S*RF42note 2, p. 368

46. Henry J. Steiner & Philip Alston, International

69. Ibid

dumon Rights in Context: Law, Politics, Models, 70. Ibid

Med., p.236 (2000)

)d, p. 248

7L (bid

72. Ibid

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